Education Commons^™

Being Global Means More Than Traveling Around The Globe … So, What Does It Mean?, Corinne Brion

Educational Leadership Faculty Publications

Being global means more than traveling around the globe. Being global means having a culturally proficient mindset. Having a culturally proficient mindset involves celebrating and advocating for diversity and being willing to face our own conscious and unconscious biases while also accepting the fact that some of us are born privileged. I know I was born in and with privileges. I accept that I have biases because of cultural and familial values and beliefs.

This reflection is a product of teaching a course for future school leaders on diversity in schools, my own educational and leadership journey, and my passion …

The Communicative Pragmatics Of Data-Use For Equity: A Theoretical And Methodological Framework, Mary B. Ziskin

Educational Leadership Faculty Publications

Calls for higher education institutions to implement improvements guided by “data-driven” processes are prevalent and widespread. Despite the pervasiveness of this turn toward data, research on how data-use works on the ground in postsecondary institutions—that is, how individuals within institutions make sense of education data and use it to inform practice—is still developing.

Drawing on Habermas’ Theory of Communicative Action (TCA), critical-race theory, and methodological guidance on critical-qualitative research methods, this paper synthesizes methodological and substantive insights from P–12 data-use research, with an eye to applying these insights to critical questions on postsecondary educational equity. The result of the review …

Cultural Proficiency: The Missing Link To Student Learning, Corinne Brion

Educational Leadership Faculty Publications

This case illustrates why school leaders must be culturally proficient to serve all students and lead effectively. I discuss one case in Ohio that is representative of many other American schools. In particular, I examine the cultural challenges educational leaders must commonly face. This case encourages administrators to participate in meaningful conversations with stakeholders to solve complex issues. The hope is to better understand how school leaders in diverse contexts can lead and embrace different cultures, beliefs, and norms. I also pose questions designed to prepare educational leaders for similar situations where they must address issues of culture.