Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools: Critical Race Theory as a Leadership Framework for Creating More Equitable Schools

Autor/inn/en	Pollack, Terry M.; Zirkel, Sabrina
Titel	Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools: Critical Race Theory as a Leadership Framework for Creating More Equitable Schools
Quelle	In: Urban Review: Issues and Ideas in Public Education, 45 (2013) 3, S.290-310 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-012-0231-4
Schlagwörter	Critical Theory; Race; Equal Education; Educational Change; Elementary Secondary Education; Resistance to Change; Public Schools; Case Studies; High Schools; Change Strategies; California + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Bildungsreform; Public school; Öffentliche Schule; Case study; Fallstudie; Case Study; High school; Oberschule; Lösungsstrategie; Kalifornien
Abstract	Educational leaders attempting to enact equity-focused change in their schools are frequently met with fierce opposition by politically powerful parents whose children are well served by the status quo. The purpose of this conceptual article is to: (a) explore the utility of "Critical Race Theory" as a framework for helping K-12 school leaders anticipate and make sense of resistance to change efforts aimed at creating greater educational equity for underserved students, and (b) suggest ways that school leaders can more effectively engage in equity reforms in their schools. To do this, we examine a highly contested public debate over a recent equity-focused change effort at Berkeley High School (BHS)--a large, racially and socioeconomically diverse public school in Northern California. Using the events at BHS as an example, we argue that change efforts could be undertaken more effectively by: (a) identifying and addressing the underlying property interests up front, (b) anticipating how majoritarian narratives rooted in "colorblindness" and deficit thinking would be employed as a means for obscuring and maintaining unequal access to scarce resources, and (c) focusing on specific areas of interest convergence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10