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Perspectives on Diversity, Equity, and Social Justice in Educational Leadership provides educational leaders with practical steps for implementing multicultural education into schools. Drawing from multicultural scholars like James Bank's it equips educational leaders with the knowledge, skills, and dispositions to ensure that schools provide all students with equal educational opportunities. Concepts such culturally responsive leadership, transformative leadership, and restorative justice are discussed throughout the book.
Perspectives on Diversity, Equity, and Social Justice in Educational Leadership provides educational leaders with practical steps for implementing multicultural education into schools. Drawing from multicultural scholars like James Bank's it equips educational leaders with the knowledge, skills, and dispositions to ensure that schools provide all students with equal educational opportunities. Concepts such culturally responsive leadership, transformative leadership, and restorative justice are discussed throughout the book.
About the NAME Series
Acknowledgements
Introduction
Jasmine Williams
Chapter 1: First, A Look Inside: Educational Leadership Student
Perspectives on a Social
Foundations Course
Candace Thompson and Susan Catapono
Chapter 2: Rocky Boats and Rainbows: Culturally Responsive
Leadership from the Margin – An
Autoethnography
Ann E. Lopez
Chapter 3: Change your school, change the world: The Role of School
Leaders in implementing
School Wide Restorative Justice and Relational Pedagogies
Martha Brown and Katherine Evans
Chapter 4: White High School Administrators as Racial Advisors
Byron Davis
Chapter 5: Changing Staff Attitudes through Leadership Development
and Equity Teams
Michelle Yvonne Szpara
Chapter 6: Building Bridges or Isolating Families: When School
Policies Conflict with Cultural Beliefs, Values, and Ways of
Knowing
María L. Gabriel
Chapter 7: Principals, School Climate, and Social Justice: How
State Compliance with National Initiatives May Not be Enough
Susan L. Dodd
Chapter 8: Learning from Teachers: Critically Conscious Educational
Leadership for Engaging
Diverse Families in Title I Schools
Cherrel Miller Dyce and Buffie Longmire-Avital
About the Editors
About the Contributors
Index
Ashraf Esmail serves as the Proposal Review Lead and serves on the
Publication Committee for the National Association for
Multicultural Education. He is the senior editor for the Journal of
Education and Social Justice and the International Journal of
Leadership, Education, and Business Studies.
Abul Pitre is professor of educational leadership at Prairie View
A&M University, where he teaches courses in multicultural
education and leadership. He was appointed Edinboro University’s
first named professor for his outstanding work in African-American
education and held the distinguished title of the Carter G. Woodson
Professor of Education.
Antonette Aragon is an associate professor in the School of
Education and the Center for Educator Preparation at Colorado State
University. Utilizing feminist theory, critical race theory,
LatCrit, culturally responsive teaching, and social justice
emphasizing understandings of self, systemic inequities and
cultural awareness, her scholarship is located at the intersections
of social justice equity, educational policy and leadership,
technology, and cultural relevant education. She has articles in
journals including Urban Education, Multicultural Education &
Technology, Teaching Education, Multicultural Teaching and
Learning, and Journal of Hispanic Higher Education.
This book serves as an excellent source for educational leaders to
incorporate multicultural education in our schools. It
provides and discusses effective strategies for leaders to ensure
that all students are receiving equitable educational
opportunities.
*Dr. Rose Duhon-Sells, Founder, National Association for
Multicultural Education*
Perspectives on Diversity, Equity, and Social Justice in
Educational Leadership highlights the various ways in which
educational leaders can implement school policies and practices to
alleviate pressing and persistent academic disparities rooted in
structural inequalities. Informed by theoretical approaches to
transform schooling, these authors demonstrate the various ways in
which education for social justice can be made tangible and
concrete. In doing so, these authors provide a vision of
possibility aimed at equitable schooling for educational leaders to
make a difference within their spheres of influence. This volume
promises to be a must read for those for whom the praxis of social
justice in schooling is a compelling imperative.
*Francisco Rios, Dean and Professor, Woodring College of Education*
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