Contents Series Foreword ?vii Acknowledgments ?xiii Introduction ?1 Part I: Know Thyself 1. ?My Racial Autobiography ?19 2. ?Historical and Antiracist School Leadership Perspectives ?29 A Very Brief History of Antiracism in the United States ?29 A Very Brief History of Antiracism in Public Education ?32 Perspectives: Racial Identity ?35 Identity Development and White People ?36 Identity Development for People of Color ?39 Identity Development for Multiracial People ?41 Theoretical Base: Critical Race Theory ?42 3. ?Engaging in Antiracist Leadership ?51 Safe and Sacred Space ?51 Staff Collaboration ?61 Student Integration ?67 Part II: Distinguishing Knowledge from Foolishness 4. ?Critical Race Theory at Midwest High School ?75 Interest Convergence ?76 Counter-Storytelling ?82 Whiteness as Property ?89 Critique of Liberalism ?97 Permanence of Racism ?101 5. ?Racial-Identity Development at Midwest High School ?108 White Racial Identity ?108 Identity Development for People of Color ?132 Conclusion ?149 6. ?Tenets for Sustaining Antiracist School Leadership ?151 Systemic Implementation ?151 Support From the Top ?160 Common Language and Protocol ?167 Identity Development ?169 Part III: Building for Eternity 7. ?The Story: A Gilded Age of Antiracism ?177 Prologue: Philadelphia ?177 Year 1 ?179 Year 2 ?190 Year 3 ?196 Epilogue: New Orleans ?201 8. ?Deepening Antiracist Leadership ?203 Shared Experiences ?204 Active Antiracist Leadership ?210 Community/Family Engagement ?214 Conclusion ?218 References ?221 Index ?231 About the Author ?237
Eradicating systemic racism in our schools requires a systemic response. This book describes an adaptive framework that includes ten tenets for developing structural and curricular antiracist leadership. In three parts, school leaders are asked to: Know Themselves through self-reflection and racial autobiography; Distinguish Knowledge From Foolishness through critical race ethnography and an exploration of racial identity development; and Build for Eternity by using a model for student-centered antiracist leadership development. Providing a combination of scholarly and practical examples, readers will learn how to foster academic success, cultural proficiency, and critical consciousness in all learners. The text features a comprehensive, 3-year critical ethnographic study of a Midwestern high school and its ups and downs with antiracist leadership. This resource offers both a vision and everyday guidance to any educator committed to an antiracist democracy, educational love, student empowerment, leadership development, liberatory teaching and learning, and racial equity. Book Features: Introduces a ten-point model for antiracist leadership development with practical applications for the leaders of systems, schools, and student groups. Describes an adaptive framework for approaching antiracist school leadership through reflective racial autobiography, critical ethnographic research, and student-centered leadership development. Examines a high school attempting to enact antiracist leadership, including analysis of the environment through a critical race theory lens and a breakdown of interviews with 30 leaders through the lens of their racial identity development. Contains ten personal narratives from a diverse group of antiracist leaders who detail a rich tapestry of a high-functioning school district in St. Louis Park, MN.
Patrick A. Duffy is the director of teaching, learning, and leadership in the St. Louis Park Public Schools and an adjunct professor in educational leadership at the University of Minnesota. Patrick is an Arab American.