When Race Enters the Room: Improving Leadership and Learning through Racial Literacy

Autor/in	Horsford, Sonya Douglass
Titel	When Race Enters the Room: Improving Leadership and Learning through Racial Literacy
Quelle	In: Theory Into Practice, 53 (2014) 2, S.123-130 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2014.885812
Schlagwörter	Racial Factors; Literacy; Racial Differences; Administrator Role; Student Diversity; Ethnic Diversity; Social Justice; Educational Environment; Instructional Leadership; Cultural Pluralism; Realism; Racial Relations + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Rassenunterschied; Soziale Gerechtigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instruction; Leadership; Bildung; Erziehung; Führung; Kulturpluralismus; Realismus
Abstract	This article explains (a) why racial literacy--an understanding of the origins and function of race in US schools and society--is essential to the work of educational leaders, and (b) how educational leaders can improve their leadership through racial literacy. It introduces the concept of racial literacy as a first step to improving school leadership practices, to be followed by racial realism, racial reconstruction, and racial reconciliation in racially diverse school communities. The article concludes with recommendations and resources designed to advance the racial literacy of educational leaders and their teams as part of a broader commitment to inclusion and social justice in US schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10