Abstract
Inspired by true events, this case presents how the Northwestern Elementary leadership team confronts the challenges of deficit thinking on their campus. An action research study uncovers a glaring lack of cultural responsiveness in practice, concerning Black and Hispanic students. Motivated by these findings, Anne, a White principal and Myra, a Hispanic assistant principal, begin the first of several workshops on culturally responsive classrooms. However, they quickly discover surprising guests—their own challenging emotions, evoked by dialogue Anne initiates with staff—and disturbing emotional reactions from several staff members. How can they lead for social justice with these feelings?
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