Abstract
ABSTRACTAs legacies of injustice and multi-generational histories of trauma endured by communities of color continue to manifest themselves materially in K-12 schools, this special issue explores what it means to lead schools in the New Jim Crow. Grounded in critical theories of anti-racism, justice, and advocacy, the articles featured in this special issue examine the prospects of community-based, justice-oriented approaches to educational leadership from multiple perspectives and across various contexts. Through their new conceptualizations of educational leadership, the contributing authors deepen and extend the leadership for equity, diversity, and social justice literature through much-needed racial realist and critical perspectives on how leaders lead amid community disinvestment, gentrification, and neoliberal school reform.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
