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- Academic achievement (1)
- Black males (1)
- Children and Youth (1)
- Counternarrative (1)
- Critical multiculturalism (1)
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- Culturally responsive school leadership (1)
- Democratic Leadership (1)
- Educators (1)
- Intersectional analysis (1)
- Parent Involvement (1)
- Parent and Family Involvement (1)
- Participatory Action Research (1)
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- Social justice (1)
- Woke pedagogy (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
"Thank You For Saying My Name": Academic Recognition As A Counternarrative For Black Male Achievement, Kendra Lowery
"Thank You For Saying My Name": Academic Recognition As A Counternarrative For Black Male Achievement, Kendra Lowery
Diversity, Social Justice, and the Educational Leader
The author reflects on her experience as a middle school administrator involved in a school-wide initiative to recognize academic growth and achievement. She draws upon Perry’s theory of African-American achievement (2003) to explain how this recognition, which included several Black boys, contributed to a counternarrative of Black male achievement. In contrast to the dominant narrative of academic failure and discipline problems (Dumas & Nelson, 2016; Grant, 2011; Howard, 2013; Monroe, 2005; Noguera, 2008), this recognition created a new narrative of academic excellence and achievement (Allen, 2015). The concerted effort by school leadership to include new and underrepresented faces in a …
Woke Pedagogy: A Framework For Teaching And Learning, Altheria Caldera
Woke Pedagogy: A Framework For Teaching And Learning, Altheria Caldera
Diversity, Social Justice, and the Educational Leader
The sociopolitical context of schooling demands that teachers acknowledge the ways their students’ and their own experiences are shaped by the intersections of racism, classism, sexism, heterosexism, and other discriminatory factors. This is especially true during times of heightened civil unrest resulting from pervasive and persistent injustice experienced by minoritized populations. To engage students in pedagogy that connects with their lived experiences and that equips them to critically examine inequities, teachers must refute colorblind pedagogy in favor of woke pedagogy. Woke pedagogy, like critical multicultural education, is defined by teaching practices that integrate critiques of contemporary justice-related issues with academic …
Considerations In Promoting Parent And Family Involvement, Staci M. Zolkoski, Donna M. Sayman, Calli G. Lewis-Chiu
Considerations In Promoting Parent And Family Involvement, Staci M. Zolkoski, Donna M. Sayman, Calli G. Lewis-Chiu
Diversity, Social Justice, and the Educational Leader
It has been recognized for decades that parent and family (PF) involvement is a vital component of students' educational experiences. Moreover, PF involvement is identified as an important protective factor for students. Thus, school administrators and educators understanding and encouraging positive relationships between families and schools may be one way to promote academic, social, and emotional success for youth throughout their lives. The purpose of this paper is to examine the literature on PF involvement and delineate a proposed model of PF involvement to foster resilience in children and youth.
Integration, Not Gentrification: Using Participatory Action Research To Foster Democratic Leadership In An Urban Pta, Courtney E. Wait
Integration, Not Gentrification: Using Participatory Action Research To Foster Democratic Leadership In An Urban Pta, Courtney E. Wait
Diversity, Social Justice, and the Educational Leader
This study explores the relationship of a new Parent Teacher Association (PTA) to a historically low-income public school in a gentrifying neighborhood. The PTA was formed by a group of white middle class parents who did not reflect the broader school population. To serve diverse communities, school leaders need to organize families to participate in the school democratically. Utilizing Participatory Action Research (PAR), this study demonstrates that there are no shortcuts to building more democratic parental participation in diverse urban schools: communities need to engage in collaborative inquiry to dismantle barriers to involvement, strengthen the connection between home and school, …