This important volume explores how racism operates in schools and society, while also unpacking larger patterns of racist ideology and white privilege as it manifests across various levels of schooling. A diverse set of contributors analyze particular contexts of white privilege, providing key research findings, connections to policy, and exemplars of schools and universities that are overcoming these challenges. Whiteucation provides a multi-level and holistic perspective on how inequitable power dynamics and prejudice exist in schools, ultimately encouraging reflection, dialogue, and inquiry in spaces where white privilege needs to be questioned, interrogated, and dismantled.

This important volume explores how racism operates in schools and society, while also unpacking larger patterns of racist ideology and white privilege as it manifests across various levels of schooling. A diverse set of contributors analyze particular contexts of white privilege, providing key research findings, connections to policy, and exemplars of schools and universities that are overcoming these challenges. Whiteucation provides a multi-level and holistic perspective on how inequitable power dynamics and prejudice exist in schools, ultimately encouraging reflection, dialogue, and inquiry in spaces where white privilege needs to be questioned, interrogated, and dismantled.

Anti-Racist Educational Leadership and Policy helps educational leaders better comprehend the racial implications and challenges of the current educational policy landscape. Each chapter unpacks a policy issue such as school choice, school closures, standardized testing, discipline, and school funding, and analyzes it through the racialized and market-driven lenses of the current leadership context. Full of real examples, this book equips aspiring school leaders with the skills to question how a policy addresses or fails to address racism, action-oriented strategies to develop anti-racist solutions, and the tools to encourage their school community to promote racial equity. This important book demystifies a complex policy context and prepares current and future teacher leaders, principals, and superintendents to lead their schools towards more equitable practice. 2021 Winner of the AESA Critics’ Choice Book Award.

Foundations of Educational Leadership provides a fresh and research-based perspective on educational leadership, exploring 10 specific aspects of ‘glocalization’ in which educational leaders must be literate in order to establish and sustain relevant and useful educational experiences for students in their schools. In addition to covering traditional concepts such as culture, instructional leadership, professional ethics, and politics, well-known authors Brooks and Normore also introduce several conventionally neglected, cutting edge concepts like spirituality, holistic health, and information leadership. This important book emphasizes how a framework of learning, literacy, leadership, and reflection is critical to the preparation and practice of educational leaders. Foundations of Educational Leadership ensures aspiring and practicing leaders will be prepared to influence processes and outcomes for creating a more just and equitable environment for all students. Key Features: Each chapter focuses on what leaders need to learn, the concepts with which they need to be literate, how to lead in the area, and aspects on which they should reflect. Discussion sections at the end of each chapter include prompts, questions, and activities suited for engaging ideas, alone, or with classmates. An eResource features additional resources and video content.

An exploration of how engaging identity and cultural heritage can transform teaching and learning for Black women educators in the name of justice and freedom in the classroom In The Spirit of Our Work, Dr. Cynthia Dillard centers the spiritual lives of Black women educators and their students, arguing that spirituality has guided Black people throughout the diaspora. She demonstrates how Black women teachers and teacher educators can heal, resist, and (re)member their identities in ways that are empowering for them and their students. Dillard emphasizes that any discussion of Black teachers’ lives and work cannot be limited to truncated identities as enslaved persons in the Americas. The Spirit of Our Work addresses questions that remain largely invisible in what is known about teaching and teacher education. According to Dillard, this invisibility renders the powerful approaches to Black education that are imbodied and marshaled by Black women teachers unknown and largely unavailable to inform policy, practice, and theory in education. The Spirit of Our Work highlights how the intersectional identities of Black women teachers matter in teaching and learning and how educational settings might more carefully and conscientiously curate structures of support that pay explicit and necessary attention to spirituality as a crucial consideration.