Take bold steps to achieve both equitable learning opportunities and educational outcomes! If you’re serious about making sure students of all backgrounds are on a level playing field, then it is time to start walking the equity talk. John Robert Browne II shows how Culturally Courageous Leadership can help you: Develop realistic, data-based plans for putting equity initiatives into action Work with teacher, parent, student, and community leaders to advance equity and excellence Empower staff and stakeholders through collaborative leadership Navigate the politics when addressing identity, race, culture, language, and poverty issues
This practical guide is designed help increase the willingness and political savvy of all adult school community stakeholders to successfully implement equity reforms.
Espinosa, L.L., Turk, J.M., Taylor, M., and Chessman, H.M. (2019). Race and Ethnicity in Higher Education: A Status Report. Washington, DC: American Council on Education. Essed, P. (1991). Understanding Everyday Racism: An ...
If you're committed to creating a true equity-driven culture, if you're ready for courageous leadership, this book is for you.
The essential activist guide for navigating the minefield of media and race; powerful analysis and tools.
A new, fully revised edition. The culture of an organisation can mean the difference between success and failure. Leaders cast long shadows, and if you want to change the culture you have to walk the talk. This book shows you how.
Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns.
Some Meanings of Blackness,” in The Intimate Critique, ed., Diane P. Freedman, Olivia Frey, and Francis Murphy Zauhar [Durham, NC: Duke University Press, 1993], 144). 44. See Skip Gates's understanding of the phrase “talking the talk,” ...
This book grew my consciousness in multiple ways, and that is the greatest gift an author can give me.” —Paul Gorski, founder, EdChange, associate professor, George Mason University “Ali Michael has a gift for getting people talking.
The second camp held the opposite view, stating that it was their responsibility to ensure students learn material they didn't get the first time around. They were focused on giving students an opportunity to learn rather than on the ...
This important volume shares information documented for the Fisher case and provides empirical evidence to help inform scholarly conversation and institutions’ decisions regarding race-conscious practices in higher education.