Addressing Racism and Ableism in Schools: A DisCrit Leadership Framework for Principals

Autor/in	DeMatthews, David
Titel	Addressing Racism and Ableism in Schools: A DisCrit Leadership Framework for Principals
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93 (2020) 1, S.27-34 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeMatthews, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2019.1690419
Schlagwörter	Racial Bias; Disabilities; Social Bias; Principals; Equal Education; Critical Theory; Inclusion; Access to Education; Activism + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Handicap; Behinderung; Principal; Schulleiter; Kritische Theorie; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Aktivismus; Politischer Protest
Abstract	A long history of racism and ableism exists within the U.S. and shapes policies, practices, and assumptions within the public education system. Racism and ableism are built into educator and principal practices, which contribute to the reproduction of inequitable systems and outcomes. Yet, principals are in a key position to challenge dominant narratives about race and ability and facilitate equity-oriented change. The purpose of this article is to consider how school leadership practice can systematically address racism and ableism. Dis/ability Critical Race Studies (DisCrit) is used to critique and expand existing conceptions leadership practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01