Ongoing shifts in demographics, knowledge, and expectations require continuous critical reflectio... more Ongoing shifts in demographics, knowledge, and expectations require continuous critical reflection on the leadership of K-12 schools. The models of school leadership offered in the past, which focus on management, are no longer adequate. Today, leaders must also ensure that all the students in their care are being provided high-quality, developmentally appropriate, and challenging educational opportunities that prepare each student for college, careers, and life. In other words, leaders must engage in “Inclusive Educational Leadership.” Inclusive Educational Leadership is a reconceptualization of traditional education leadership, which is dedicated to equity, quality and inclusion. We emphasize “inclusive” because it is our contention that providing a quality education experience that is both equitable and fosters equitable outcomes requires an intentional focus on inclusion. Inclusive Educational Leadership has three key areas of emphasis: place, preparation, and practice. Place re...
Teachers College Record: The Voice of Scholarship in Education, 2013
Background/Context In-school racial segregation, also called second-generation segregation, is a ... more Background/Context In-school racial segregation, also called second-generation segregation, is a social dynamic that is manifest in different and complicated ways in schoolhouses across the United States. This study sought to investigate how building-level leadership facilitates or impedes the practice of racial equity in an urban high school, from teachers’ and administrators’ perspectives. Purpose The primary purpose of this exploratory study was to investigate how educational leaders perceive and influence second-generation segregation in urban secondary schools. Research Design As the purpose of the study was to ascertain leaders’ perspectives, we followed a dialogic methodological approach used in studies seeking to investigate similar perceptual phenomena. This methodology emphasizes both personal narrative and dialogue. This study took place in a single urban high school in the southeastern United States over the course of two academic years. Conclusions/Recommendations The s...
Teachers College Record: The Voice of Scholarship in Education, 2016
Background/Context The influence of non-school based venues has been historically significant for... more Background/Context The influence of non-school based venues has been historically significant for people of African descent who have often had to buttress their schoolhouse experiences with support from community-based influences. For example, Black churches, barbershops and athletic environments like basketball courts, and soccer and cricket clubs are particularly relevant for Black males in spaces like Bermuda and urban communities in the United States. Purpose/Objective/Research Question/Focus of Study Drawing on a larger oral history project, this paper reports the findings of a secondary narrative analysis of a Black Bermudian male to provide an in-depth understanding of his in-school and out-ofschool educational experiences, identity construction and success. The authors seek to answer the following research question: How does a Black Bermudian male describe the impact of his ethnic community for shaping his successful educational journey? Research Design While the larger oral...
This article examines the costs faculty pay to gain status and security in the academy. Academics... more This article examines the costs faculty pay to gain status and security in the academy. Academics receive salaries for their work, but also “pay taxes” in order to maintain a positive trajectory toward the ultimate “prize”—promotion and tenure (PT). The psychology of narrative method is used to examine the articulation of the PT process for two Black faculty in educational leadership. Findings offer that the taxes assessed are: credibility tax, leading edge tax, group status tax, and retaliation tax. Narratives culminate in a discussion of the academic labor costs and racial battle fatigue of justice work for Black faculty.
Understanding, shaping, and mediating the unique contexts and communities in which schools are lo... more Understanding, shaping, and mediating the unique contexts and communities in which schools are located offers a unique approach to educational-leadership preparation. The emerging frame of PLACE describes a place-based leading and learning framework for educational-leadership preparation that uses a combination of concept-based curricula that includes practice and problem-solving in context, bridging culture and community, arts and humanities pedagogies, creative evaluation and engagement, and leadership for context rather than for region that includes followership models. Place-based educational leadership focuses on context-based professional practice that has a direct bearing on the well-being of individuals in the school ecology and the larger ecologies in which they live and work.
There is fertile ground to expand the ideas of resilience and growth as two important skills in l... more There is fertile ground to expand the ideas of resilience and growth as two important skills in leadership (Bell, 2009). Little research has examined how trauma and violence are reappropriated in post-trauma contexts. In fact, resiliency and adaptive strategies often influence life and career choices (Wolin & Wolin, 1993). Although this literature base has grown, little attention has been paid to the long-term impact of IPV on battered women's career development and stages. This article examines the influence of life trauma on the socialization and practice of two Black female principals. Their responses to pain, suffering, trauma, and violence highlight women's agency and their ability to create their own good from pain (Mitchem, 2002).
Ongoing shifts in demographics, knowledge, and expectations require continuous critical reflectio... more Ongoing shifts in demographics, knowledge, and expectations require continuous critical reflection on the leadership of K-12 schools. The models of school leadership offered in the past, which focus on management, are no longer adequate. Today, leaders must also ensure that all the students in their care are being provided high-quality, developmentally appropriate, and challenging educational opportunities that prepare each student for college, careers, and life. In other words, leaders must engage in “Inclusive Educational Leadership.” Inclusive Educational Leadership is a reconceptualization of traditional education leadership, which is dedicated to equity, quality and inclusion. We emphasize “inclusive” because it is our contention that providing a quality education experience that is both equitable and fosters equitable outcomes requires an intentional focus on inclusion. Inclusive Educational Leadership has three key areas of emphasis: place, preparation, and practice. Place re...
Teachers College Record: The Voice of Scholarship in Education, 2013
Background/Context In-school racial segregation, also called second-generation segregation, is a ... more Background/Context In-school racial segregation, also called second-generation segregation, is a social dynamic that is manifest in different and complicated ways in schoolhouses across the United States. This study sought to investigate how building-level leadership facilitates or impedes the practice of racial equity in an urban high school, from teachers’ and administrators’ perspectives. Purpose The primary purpose of this exploratory study was to investigate how educational leaders perceive and influence second-generation segregation in urban secondary schools. Research Design As the purpose of the study was to ascertain leaders’ perspectives, we followed a dialogic methodological approach used in studies seeking to investigate similar perceptual phenomena. This methodology emphasizes both personal narrative and dialogue. This study took place in a single urban high school in the southeastern United States over the course of two academic years. Conclusions/Recommendations The s...
Teachers College Record: The Voice of Scholarship in Education, 2016
Background/Context The influence of non-school based venues has been historically significant for... more Background/Context The influence of non-school based venues has been historically significant for people of African descent who have often had to buttress their schoolhouse experiences with support from community-based influences. For example, Black churches, barbershops and athletic environments like basketball courts, and soccer and cricket clubs are particularly relevant for Black males in spaces like Bermuda and urban communities in the United States. Purpose/Objective/Research Question/Focus of Study Drawing on a larger oral history project, this paper reports the findings of a secondary narrative analysis of a Black Bermudian male to provide an in-depth understanding of his in-school and out-ofschool educational experiences, identity construction and success. The authors seek to answer the following research question: How does a Black Bermudian male describe the impact of his ethnic community for shaping his successful educational journey? Research Design While the larger oral...
This article examines the costs faculty pay to gain status and security in the academy. Academics... more This article examines the costs faculty pay to gain status and security in the academy. Academics receive salaries for their work, but also “pay taxes” in order to maintain a positive trajectory toward the ultimate “prize”—promotion and tenure (PT). The psychology of narrative method is used to examine the articulation of the PT process for two Black faculty in educational leadership. Findings offer that the taxes assessed are: credibility tax, leading edge tax, group status tax, and retaliation tax. Narratives culminate in a discussion of the academic labor costs and racial battle fatigue of justice work for Black faculty.
Understanding, shaping, and mediating the unique contexts and communities in which schools are lo... more Understanding, shaping, and mediating the unique contexts and communities in which schools are located offers a unique approach to educational-leadership preparation. The emerging frame of PLACE describes a place-based leading and learning framework for educational-leadership preparation that uses a combination of concept-based curricula that includes practice and problem-solving in context, bridging culture and community, arts and humanities pedagogies, creative evaluation and engagement, and leadership for context rather than for region that includes followership models. Place-based educational leadership focuses on context-based professional practice that has a direct bearing on the well-being of individuals in the school ecology and the larger ecologies in which they live and work.
There is fertile ground to expand the ideas of resilience and growth as two important skills in l... more There is fertile ground to expand the ideas of resilience and growth as two important skills in leadership (Bell, 2009). Little research has examined how trauma and violence are reappropriated in post-trauma contexts. In fact, resiliency and adaptive strategies often influence life and career choices (Wolin & Wolin, 1993). Although this literature base has grown, little attention has been paid to the long-term impact of IPV on battered women's career development and stages. This article examines the influence of life trauma on the socialization and practice of two Black female principals. Their responses to pain, suffering, trauma, and violence highlight women's agency and their ability to create their own good from pain (Mitchem, 2002).
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