Culturally Responsive School Leadership

Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students—those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of “cultural responsiveness” is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students’ indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation.

Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students--those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities to promote learning by honoring indigenous heritages and local cultural practices. Based on an ethnography of a school principal who exemplifies the practices and principles of culturally responsive school leadership, Muhammad Khalifa provides educators with the pedagogical tools and strategies for immediate implementation in today's urban classrooms. "Not only does Khalifa challenge us to understand our own implicit biases, but he provides practical solutions for change. Culturally Responsive School Leadership couples real-world examples of systemic marginalization with specific strategies for how leaders can truly learn to interrupt systems that work only for some." --Christine Osorio, superintendent, North St. Paul-Maplewood-Oakdale, MN "Khalifa draws on his own experience as an educator in Detroit to provide others who choose to take on this difficult but important work with insights that are invaluable and not typically learned in graduate school. For educational leaders who genuinely seek to make a difference this book will be an invaluable resource." --Pedro A. Noguera, distinguished professor of education, Graduate School of Education and Information Sciences, University of California, Los Angeles Muhammad Khalifa is the Robert H. Beck Professor of Ideas in Education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota. Lisa Delpit is the Felton G. Clark Distinguished Professor of Education at Southern University and A&M College. H. Richard Milner IV is the Cornelius Vanderbilt Endowed Chair of Education at Vanderbilt University.

Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students--those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities to promote learning by honoring indigenous heritages and local cultural practices. Based on an ethnography of a school principal who exemplifies the practices and principles of culturally responsive school leadership, Muhammad Khalifa provides educators with the pedagogical tools and strategies for immediate implementation in today's urban classrooms. "Not only does Khalifa challenge us to understand our own implicit biases, but he provides practical solutions for change. Culturally Responsive School Leadership couples real-world examples of systemic marginalization with specific strategies for how leaders can truly learn to interrupt systems that work only for some." --Christine Osorio, superintendent, North St. Paul-Maplewood-Oakdale, MN "Khalifa draws on his own experience as an educator in Detroit to provide others who choose to take on this difficult but important work with insights that are invaluable and not typically learned in graduate school. For educational leaders who genuinely seek to make a difference this book will be an invaluable resource." --Pedro A. Noguera, distinguished professor of education, Graduate School of Education and Information Sciences, University of California, Los Angeles Muhammad Khalifa is the Robert H. Beck Professor of Ideas in Education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota. Lisa Delpit is the Felton G. Clark Distinguished Professor of Education at Southern University and A&M College. H. Richard Milner IV is the Cornelius Vanderbilt Endowed Chair of Education at Vanderbilt University.

Radically reimagine our ways of being, learning, and doing Education can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on "fixing" and "filling" academic gaps, we must envision and rebuild the system from the student up—with classrooms, schools and systems built around students’ brilliance, cultural wealth, and intellectual potential. Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing. By breaking down street data fundamentals: what it is, how to gather it, and how it can complement other forms of data to guide a school or district’s equity journey, Safir and Dugan offer an actionable framework for school transformation. Written for educators and policymakers, this book · Offers fresh ideas and innovative tools to apply immediately · Provides an asset-based model to help educators look for what’s right in our students and communities instead of seeking what’s wrong · Explores a different application of data, from its capacity to help us diagnose root causes of inequity, to its potential to transform learning, and its power to reshape adult culture Now is the time to take an antiracist stance, interrogate our assumptions about knowledge, measurement, and what really matters when it comes to educating young people.

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

This book offers workable frameworks and theory that school leaders can use to guide their work and engage in critical reflection. Lopez reconceptualises student engagement from an equity and diversity perspective and looks at ways that leaders can be supported on their journey through collaborative mentorship, while bridging the theory to practice gap.

Rapidly changing global demographics demand visionary, collaborative, and culturally appropriate leadership practices on university campuses. In the face of widening gaps in academic achievement and socio-economic roadblocks, Culturally Responsive Leadership in Higher Education offers a new vision of leadership, where diversity is transformed from challenge into opportunity. This book offers a range of perspectives from culturally, racially, linguistically, ability, and gender-diverse contributors who demonstrate that effective leadership springs from those who engage, link theory to practice, and promote access, equity, and educational improvement for underserved students. Each chapter explores a critical higher educational leadership issue with feasible strategies and solutions. In this exciting book, theory and research-based chapters unpack culturally responsive leadership, revealing how higher education leaders in the U.S. and international contexts can improve their practice for social equity and educational change.

This edited volume focuses on the role that school climate and disciplinary practices have on the educational and social experiences of students of color.