Abstract
Historical and contemporary factors have disenfranchised and destabilized certain school communities (specifically communities of color). Education leaders can be more inclusive and address the persistent impacts of these broader trends by embracing a community-focused approach to leadership. Darrius A. Stanley, Dan Brogan, and Emily Colton borrow from contemporary research which suggests that educational leaders can help bridge the gaps between schools and historically disenfranchised communities through community-engaged leadership. They offer a research-based, conceptual argument and practical approach to building and sustaining community inclusive schools through listening, engaging, advocating, and partnering.
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