Countering the Conspiracy of Silence: Leveraging Race Talk and Data Dialogues as Equity Leaders Challenge Whiteness in Schools

Autor/inn/en	Edeburn, Ellen Kay; Bagwell, Jack; Howell, Timothy
Titel	Countering the Conspiracy of Silence: Leveraging Race Talk and Data Dialogues as Equity Leaders Challenge Whiteness in Schools
Quelle	In: Journal of Cases in Educational Leadership, 26 (2023) 4, S.102-115 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edeburn, Ellen Kay) ORCID (Bagwell, Jack)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/15554589231173365
Schlagwörter	Race; Educational Opportunities; Elementary Schools; Dialogs (Language); Emotional Response; Minority Group Students; Equal Education; Principals; Administrator Education; Elementary School Teachers; Grade 3; Racism; Whites; Leadership; Data Use + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Bildungsangebot; Bildungschance; Elementary school; Grundschule; Volksschule; Dialog; Dialogs; Dialogue; Dialogues; Emotionales Verhalten; Principal; Schulleiter; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; Rassismus; White; Weißer; Führung; Führungsposition
Abstract	While facilitating a data dialogue concerning racial opportunity gaps in an elementary school, Evelyn Nguyen, a preservice principal candidate, overheard a disturbing and racialized dialogue among third-grade teachers. Evelyn had to decide whether to move an uncomfortable and emotional discussion forward or segue to the next item on the agenda to manage her discomfort. The value and importance for school leaders to model anti-racist leadership by utilizing race talk while addressing whiteness, power, and positionality are key to the academic and social opportunities of racially minoritized students of color. This case explores equity-centered leadership and racial equity. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01