Humanizing School Communities: Culturally Responsive Leadership in the Shaping of Curriculum and Instruction

Autor/inn/en	Marshall, Stefanie LuVenia; Khalifa, Muhammad A.
Titel	Humanizing School Communities: Culturally Responsive Leadership in the Shaping of Curriculum and Instruction
Quelle	In: Journal of Educational Administration, 56 (2018) 5, S.533-545 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marshall, Stefanie LuVenia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-01-2018-0018
Schlagwörter	Cultural Awareness; Leadership Styles; Culturally Relevant Education; Instructional Leadership; Minority Group Students; School Districts; Teaching Methods; Coaching (Performance); Case Studies; Trust (Psychology); Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Equal Education; Educational Practices; Administrator Role + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Führungsstil; Instruction; Leadership; Bildung; Erziehung; Führung; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis
Abstract	Purpose: The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities. Design/methodology/approach: The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes. Findings: Instructional leaders can play significant and useful roles in promoting culturally responsive teaching and pedagogy in schools. Districts can establish positions in which instructional leaders can work to strengthen the culturally responsive pedagogy of every teacher in a district. Research limitations/implications: This study has implications for both research and practice. Culturally responsive school leadership (CRSL) exists in multiple spaces and at various levels in a district. CRSL is not only a school-level function, but it can also be a district-level practice. Culturally responsive instructional leaders (in this case, not principals, but coaches) can have significant impact in promoting culturally relevant pedagogy. Originality/value: This contribution moves beyond school leadership and examines how district leadership practices and decisions foster culturally relevant practices and the challenges in employing this equity work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01