Working for Racial Equity at the Margins: Teacher-Leaders Facilitate a Book Study on Race in a Predominantly White Suburban High School

Autor/inn/en	Lac, Van; Diamond, John
Titel	Working for Racial Equity at the Margins: Teacher-Leaders Facilitate a Book Study on Race in a Predominantly White Suburban High School
Quelle	In: Journal of Cases in Educational Leadership, 22 (2019) 2, S.54-67 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458919833107
Schlagwörter	Teacher Leadership; Suburban Schools; High School Students; Equal Education; Race; Teacher Administrator Relationship; Social Justice; High School Teachers; Books; Track System (Education); Peer Relationship; Intention; Whites; Institutional Characteristics; Faculty Development; Case Studies; Racial Differences; Attendance; Principals; Teacher Attitudes; African American Students; Minority Group Students; Educational Practices + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rasse; Abstammung; Soziale Gerechtigkeit; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Book; Buch; Monographie; Monografie; Leistungsgruppe; Leistungsdifferenzierung; Peer-Beziehungen; White; Weißer; Case study; Fallstudie; Case Study; Rassenunterschied; Anwesenheit; Principal; Schulleiter; Lehrerverhalten; African Americans; Afroamerikaner; Bildungspraxis
Abstract	This case examines a book study focused on racial equity work at Oak Meadows--a suburban high school with shifting student racial demographics. Two teacher-leaders organize a yearlong book study, initially with the tacit support of school administrators. Book study participants approached their work with great enthusiasm. As the content of the book study shifted to heavier topics such as racialized tracking, teacher colleagues started to withdraw their support, question teacher-leaders' intentions, and undermine their work. This case explores how teacher-leaders work at the margins for social justice with a school leader who lacks the necessary subjectivities and skill sets to adequately address these issues of racial equity at Oak Meadows. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01