Justice in Search of Leaders: A Handbook for Equity-Driven School Leadership

Cover
Contents
List of Tables
Acknowledgements
Preface
I Must Have Been Mistaken (Shaylah McQueen-Lee)
Part One
	Chapter 1: If Not Courageous Conversations, Then What?
		References
	Chapter 2: Challenging the Mystification of Social Justice
		Defining Social Justice
		Are Social Justice Initiatives Part of a Radical Social Agenda?
		How, When, and Why Did Justice Become a ‘Dirty’ Word, and What Does This Have to Do with Social Dominance?
		References
	Chapter 3: Reentering the Racial Self: Examining and Deconstructing Personal Biases
		Prologue: Nakedness
		Playing in the Dark …
		The Nature of Prejudice: Why We Need to Talk About It
			Definitions of Key Terms—Prejudice, Racism, and Discrimination
			More Definitions—Attitudes and Beliefs
		Inner Conflicts
		The Double-Edged Blade—Racism Damages Everyone It Touches—Even White People
		Talking About Racism in the Workplace: Patterns of Denial and How We Interrupt Progress
			Playing the Race Card
		Dancing on Hot Coals: The Problem of Deconstructing Whiteness
		Deconstructing Whiteness
		Breaking the Silence—Step One Toward a Healthy White Racial Identity
		Helms’ Model of White Racial Identity Development
		Helms’ Model of White Identity Development
		Stages and Phases of White Racial Identity Development
		References
	Chapter 4: Implicit Bias and the Bias Awareness Gap: Implications for Equity-Driven Teaching and School Leadership
		Implicit Bias—An Overview
		Implicit Bias—Quick Facts Where Our Biases Originate
		Reasons to Ignore Implicit Bias Michael Carr’s Theory of Change—The 40% (Dis)solution
		But What Does This Have to Do with Equity and Bias in a School Setting?
		The 40% (Dis)solution
		References
	Chapter 5: Social Dominance Orientation (SDO): Implications for Equity-Driven Teaching and School Leadership
		The Theoretical Basis for Social Dominance Orientation
		Connecting Social Dominance Orientation to the Educative Process: 15 Critical Elements of SDO
		15 Critical Elements of SDO
		The METCO Program: Busing in Boston, or What It Feels Like to Be Treated Like a ‘Guest’ in Your Own School
		Transforming Social Dominance Orientation and Deconstructing Bias in Schools or How to Stop Viewing the World as a ‘Competitive Jungle’
		References
	Chapter 6: Moving Forward: Biasing, (De)biasing, and Strategies for Change
		The Problem with Color Blindness as a Response to Bias in Schools
		“Bias Is Not a Choice, but Our Responses to It Certainly Are”
			“You Can’t Handle the Truth!”
		Forms of Subtle Racism
		Microaggressions
		Keeping It Real—Connecting Implicit Racial Bias to School Discipline Disparities
		(De)biasing and Strategies for Change (Part 1)—Rethinking White Racial Socialization
		Wendell’s Story
		Differentiating Between Active and Passive Racial Socialization
		White Racial Socialization: What Role Should Schools Play?
		Schools Are the Missing Link in the Racial Socialization Process
		(De)biasing and Strategies for Change (Part 2)
		Successful Research-Based (De)biasing Interventions
		References
Part Two
	Chapter 7: The Paradox of Power, Justice, and School Leadership: Facing Diversity—Leading Change
		Multicultural Education and Multicultural Social Justice Education Defined
		Culture: ‘Borders’ and ‘Boundaries’
		Multicultural Social Justice Leadership
		Leadership Matters
		Leading Change
		Equity-Driven School Leadership
		“I Don’t Think I’m a Racist, but I Don’t Want to Talk About Race!”: How Critical Race Theory Reframes Discussions About Race
		Critical Race Theory
		The Paradox of Leadership
		Adaptive Change
		Equity Leadership and Race
		Present and Future Demographics
		References
	Chapter 8: Teacher Leadership for Equity and Social Justice
		Teacher Leadership for Equity and American Democracy
		Teacher Shared Leadership—The Creative Redistribution of Power in Schools: How Does This Affect Equity?
		Teacher, Learner, Leader: A Conceptual Framework for Equity-Driven Teacher Leadership
		References
	Chapter 9: All Teachers Can Lead—All Leaders Can Learn: Making the Case for Social Justice in Teacher and Leader Preparation
		Toward a Framework for Preparing Leaders for Social Justice: The Capper, Theoharis, Sebastian Framework for Social Justice Leadership Preparation
		Case Study: In Search of a Model of Teacher Preparation for Equity and Leadership: An Examination of the Conceptual Framework of the School of Education at Quinnipiac University
		The Conceptual Framework
		Teacher Beliefs
			Definitions of Social Justice
			From Conceptual Framework
		Anonymous Reflections from Pre-Service Teacher Candidates
		Reflection/Mindfulness
		Content Knowledge
		Teaching that Values Diversity
		Educator as Learner
		Educator as Leader
		Using the Capper, Theoharis and Sebastian Framework: Implications for Social Justice Teacher Leadership Preparation
		Conclusion
		References
	Chapter 10: Conclusion: An Empowering Vision: Harnessing Bias and the Possibility for Change
		Bias Cannot Be Eradicated, But It Can Be Harnessed
		References
Appendices
	Contents
	Appendix A: A Conversation with an Implicit Bias Skeptic
		Note
	Appendix B: Examples of Microaggressions in the Classroom
		Definitions of Microaggressions
		Examples of Microaggressions
			Making Assumptions About Students and Their Backgrounds
		Suggestions for Addressing Microaggressions in the Classroom
Index