Description
Justice in Search of Leaders: A Handbook for Equity-Driven School Leadership is a guide for educators who are committed to equity-driven teaching, leading, and policy-making, and would like to operationalize socially just school practices for all children. Moving beyond a heroes and holidays approach to addressing racism, bias, injustice, and a cluster of isms, it provides a deeper understanding of the causes of structural inequities in schools, and suggests approaches for deconstructing them. The book includes a frank discussion of race, racism, social dominance, and implicit bias, and encourages both objective and subjective analyses of how they infect school practice. America’s ambivalent response to race, racial identity development, the nature of prejudice, and how humans form values and develop belief systems is explored in some depth. There is also a critique of Whiteness as a socio-political concept as it relates to power and privilege, and as a demographic reality as it relates to institutional discrimination in schools. The book is not a critique of white people, and it is important that readers make that distinction. This leads to a discussion of the tricky and challenging process of changing beliefs, values, and attitudes as they relate to school leadership and teaching, and how all of this is connected to the power dynamics in schools. Justice in Search of Leaders: A Handbook for Equity-Driven School Leadership encourages educators to acknowledge that we all have racial identities and biases that inform professional practice, and to reflect on the significance of this. It means thinking deeply about socially abhorrent subjects which make us uncomfortable and cause us to retreat to the safety of our comfort zones. This is necessary because for most under-served students, there is no retreat and no safety; there are only discomfort zones. Gloria Graves Holmes is Professor Emerita in the School of Education at Quinnipiac University. She earned a Ph.D. in English from SUNY Stony Brook, a MA/LS from SUNY Stony Brook, and a MS from Queens College, CUNY. She also earned a Professional Diploma in School Administration from Long Island University. Holmes has received the Torch of Liberty Award from the Anti-Defamation League, the Multicultural Teacher of the Year Award in Higher Education from the National Association of Multicultural Education, and the Multicultural Leadership Award from Quinnipiac University. List of Tables – Acknowledgements – Preface – Shayla McQueen-Lee / I Must Have Been Mistaken – Part One – If Not Courageous Conversations, Then What? – Challenging the Mystification of Social Justice – Reentering the Racial Self: Examining and Deconstructing Personal Biases – Implicit Bias and the Bias Awareness Gap: Implications for Equity-Driven Teaching and School Leadership – Social Dominance Orientation (SDO): Implications for Equity-Driven Teaching and School Leadership – Moving Forward: Biasing, (De)biasing, and Strategies for Change – Part Two – The Paradox of Power, Justice, and School Leadership: Facing Diversity-Leading Change – Teacher Leadership for Equity and Social Justice – All Teachers Can Lead-All Leaders Can Learn: Making the Case for Social Justice in Teacher and Leader Preparation – Conclusion: An Empowering Vision: Harnessing Bias and the Possibility for Change – A Conversation with an Implicit Bias Skeptic – Examples of Microaggressions in the Classroom – Index.
