Contents Acknowledgments ?xi Foreword by Lynda Tredway ?xv Note on Methodology ?xxi 1. ?School Leadership and Social Justice ?1 Disparate Educational Opportunities ?5 Social Justice Leadership as a Necessary Alternative to School-as-Usual ?10 Organization and Content of the Book ?14 A Framework for Social Justice Leadership ?16 Conclusion ?19 2. ?The Seven Social Justice Principals and Their Schools ?21 Introducing the Principals and Their Schools ?21 Conclusion ?29 3. ?"There Is No Social Justice Without Inclusion": Advancing Inclusion, Access, and Opportunity for All ?31 The Connection Between Inclusion and Social Justice ?34 Strategies That Advanced Inclusion, Access, and Opportunity for All ?35 Conclusion ?50 4. ?"Changing How We Teach, What We Teach, and How We Approach Schooling": Improving the Core Learning Context ?53 The Connection Between Improving the Core Learning Context and Social Justice ?54 Strategies to Improve the Core Learning Context-Both the Teaching and the Curriculum ?55 Conclusion ?72 5. ?"Connecting and Respecting": Creating a Climate of Belonging ?75 The Connection Between a Climate of Belonging and Social Justice ?76 Strategies That Create a Climate of Belonging ?77 Conclusion ?88 6. ?Closing the Opportunity Gap and Increasing Student Learning: Toward a Theory of Socially Just School Reform ?91 The Connection Between Increasing Student Learning and Social Justice ?92 Increasing Student Learning ?93 Toward a Theory of Socially Just School Reform ?97 7. ?"At Every Turn": The Barriers Faced by Social Justice Principals ?101 Barriers Within the School Site ?102 Barriers at the District Level ?111 Barriers at the Institutional Level ?117 Consequences of the Barriers ?122 Conclusion ?124 8. ?"Saving My Sanity": The Resilience That Leaders Develop to Sustain Justice and Equity ?127 Professional Strategies ?128 Personal Strategies ?136 Conclusion ?140 9. ?"The Intricacies and Details": Consciousness, Knowledge, Skills, and Core Traits of Social Justice Leaders ?143 Acquiring Broad, Reconceptualized Consciousness, Knowledge, and Skills ?143 Possessing Core Leadership Traits ?155 Conclusion ?164 10. ?"But That's Just Good Leadership": Lessons and Directions for Social Justice Leadership ?165 Lessons for Educators ?166 "But That's Just Good Leadership" ?174 References ?179 Index ?187 About the Author ?199
This is the updated edition of the bestselling seminal book on school leadership, equity, and social justice. Drawing on the experiences and words of successful public school principals, Theoharis shows why social justice leadership is needed and how it can be effective in creating more equitable schools. Although they faced tremendous barriers, the principals featured in this book made important strides toward closing the outcome and opportunity gaps in their schools by using inclusive, equitable practices. Featuring a mix of theory and practical strategies, this edition has been updated with new examples and frameworks relevant to today's leaders. Responding to the current context of national resistance to issues of diversity, equity, and inclusion, this timely book portrays how real school leaders seek, create, and sustain equitable schools, especially for marginalized students. The School Leaders Our Children Deserve identifies seven keys that are crucial for social justice leadership: Key 1: Acquire Broad, Reconceptualized Consciousness/Knowledge/Skill Base Key 2: Possess Core Leadership Traits Key 3: Advance Inclusion, Access, and Opportunity for All Key 4: Improve the Core Learning Context-Both the Teaching and the Curriculum Key 5: Create a Climate of Belonging Key 6: Increase Student Learning Key 7: Sustain Oneself Professionally and Personally Book Features: Grounds the lofty ideals of equity and social justice in the daily work of school leadership. Provides rich and abundant examples, ideas, and strategies for how to be a school leader committed to issues of diversity, equity, inclusion, and belonging. Includes a new focus on culturally sustaining leadership and how disability studies inform practice. Offers an examination of how leaders conduct equity audits to improve outcomes for minoritized students. Shows how leaders navigate challenges to diversity, equity, and inclusion initiatives in their communities.
George Theoharis is a professor in educational leadership and inclusive elementary education at Syracuse University, and coauthor of What Every Principal Needs to Know to Create Equitable and Excellent Schools.