Applied Critical Race Theory: Educational Leadership Actions for Student Equity

Autor/inn/en	Amiot, Michelle N.; Mayer-Glenn, Jennifer; Parker, Laurence
Titel	Applied Critical Race Theory: Educational Leadership Actions for Student Equity
Quelle	In: Race, Ethnicity and Education, 23 (2020) 2, S.200-220 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1599342
Schlagwörter	Race; Critical Theory; Racial Bias; Elementary Secondary Education; Teacher Attitudes; Teaching Methods; Instructional Leadership; Middle School Teachers; Whites; Teacher Expectations of Students; Teacher Student Relationship; Parent Teacher Conferences; Discipline; Racial Differences; Equal Education + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Racial discrimination; Rassismus; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Instruction; Leadership; Bildung; Erziehung; Führung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; White; Weißer; Teacher student relationships; Lehrer-Schüler-Beziehung; Disziplin; Rassenunterschied
Abstract	Critical race theory (CRT) in education has been used to expose and analyze racism in K-12 schooling and higher education. However, the theory has been underutilized as an inventory lens applied to school leadership practice. Our paper takes on this inquiry by highlighting the work done by an administrative leadership team at a majority racially diverse middle school in the Mountain western region of the U.S. Through an examination of the practice of racism as whiteness as property through teacher expectations, classroom instruction and teacher-student and parent interactions and by implementing changes in areas of student discipline, and color-blind teacher perceptions, the leadership team developed racial equity pathways which served as an important implementation of CRT leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01