Battling Inertia in Educational Leadership: CRT Praxis for Race Conscious Dialogue

Autor/inn/en	Agosto, Vonzell; Karanxha, Zorka; Bellara, Aarti
Titel	Battling Inertia in Educational Leadership: CRT Praxis for Race Conscious Dialogue
Quelle	In: Race, Ethnicity and Education, 18 (2015) 6, S.785-812 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2014.885420
Schlagwörter	Racial Bias; Institutional Characteristics; Critical Theory; Race; Praxis; Leadership Training; African American Students; Females; Personnel Selection; Student Recruitment; Instructional Leadership; School Culture; Case Studies; Disproportionate Representation; Administrator Education; Racial Discrimination; Racial Differences; Diversity (Institutional); Diversity (Faculty); Gender Discrimination; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Kritische Theorie; Rasse; Abstammung; Führungslehre; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Personalauswahl; Personalentscheidung; Instruction; Leadership; Bildung; Erziehung; Führung; Schulkultur; Schulleben; Case study; Fallstudie; Case Study; Racial bias; Rassenunterschied; Qualitative Forschung; Statistische Analyse
Abstract	The purpose of this article is to illustrate how institutional racism is mediated by faculty negotiating power and privilege in the selection of Black (African American) women into an educational leadership preparation program. Critical race theory (CRT) praxis is used to analyze the faculty dynamics in the candidate selection process situated in a race neutral institutional culture. This reflective case study of an educational leadership department draws on qualitative data such as field notes from faculty conversations, experiential knowledge, memos, and quantitative data describing the disproportionate rejection of Black women applying to an educational leadership program in the US. Efforts to confront a race neutral process prompted by the higher rejection rate of Black women in comparison to their white counterparts prompted some faculty to engage in race conscious discourse. Faculty in departments of educational leadership who provoke race conscious dialogue on how they are implicated in institutional racism will likely face risks they will need to (em)brace for the battle against inertia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01