Educational Leadership in Our Peculiar Institutions: Understandings of Principals in Segregated, White-Staffed Urban Elementary Schools in the United States

Autor/inn/en	Milligan, Tonya; Howley, Craig
Titel	Educational Leadership in Our Peculiar Institutions: Understandings of Principals in Segregated, White-Staffed Urban Elementary Schools in the United States
Quelle	In: International Journal of Multicultural Education, 17 (2015) 1, S.43-61 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Instructional Leadership; Urban Schools; Elementary Schools; Racial Segregation; Racial Relations; Desegregation Litigation; School Desegregation; Principals; Racial Differences; Whites; Civil Rights; Race; Teacher Student Relationship; Critical Theory; Personal Narratives; Semi Structured Interviews; Urban Education; Minority Group Students; African American Students; Data Analysis; Data Collection; Transcripts (Written Records) + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Rassentrennung; Integrative Schule; Principal; Schulleiter; Rassenunterschied; White; Weißer; Bürgerrechte; Grundrechte; Zivilrecht; Rasse; Abstammung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kritische Theorie; Erlebniserzählung; Stadtteilbezogenes Lernen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Auswertung; Data capture; Datensammlung
Abstract	This study explores how 10 principals in mostly-Black U.S. urban elementary schools staffed by mostly-White faculty understood and experienced the manifestations of racial differences. Narrative inquiry with nearly 700 pages of transcript data yielded three themes: (1) gradients of color-conscious leadership, (2) principals as moral agents, and (3) working within a context of fear. Difficult though these stories and challenges are in the U.S., practices and policies elsewhere in the world also produce such situations and experiences, and the dynamics evident in the stories told by these school heads may prove relevant to investigations in other national systems. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01