This book provides educational leaders with insights into critical race theory and praxis to challenge institutional racism. It uses counter-stories and lived experiences to demonstrate how racism manifests in K-12 schooling, offering tools and narratives to help leaders recognize and address systemic oppression.
| Series Editor's Preface |
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vii | |
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| Introduction: Envisioning Critical Race Praxis in K--12 Leadership Through Counter-Storytelling: "So What Do We Do Now?" |
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xi | |
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1 "We Talk But We Don't Say Shit": Education and the Silencing of Voice |
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3 | (22) |
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2 Reclaiming the Innocence of Latino Males: A Message From Middle School Latino Boys to Their Teachers |
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25 | (24) |
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3 Fitting "Out": How American Indian Students Make Sense of School Success |
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49 | (22) |
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4 The Burden of Admission: Profile of an African American Female Educational Leader |
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71 | (16) |
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5 Educational Leadership: A Critical, Racial, and Theoretical Examination of the "We-Need-More-Leaders-of-Color" Discourse |
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87 | (20) |
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6 Ignored by the Board: Disrupting School Closure and Illuminating White Racism Through Counterstorytelling |
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107 | (34) |
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PART III TEACHING AND LEADING |
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7 Transformative Leadership and Creating Conditions to Empower Students Marginalized by Low Academic Expectations |
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141 | (22) |
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8 Preparing Teachers to Work in Disenfranchised Communities: Deconstructing Latina/o Historical Trauma and Internalized Racism |
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163 | (20) |
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9 Racial Justice Leadership in Disenfranchised Latina/o Communities: A Model for Walking Social Justice in Schools |
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183 | (28) |
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| About the Contributors |
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211 | |
Natasha N. Croom, Iowa State University, USA
Tyson E.J. Marsh, University of New Mexico, USA
Jeffrey S. Brooks, Monash University, USA
Denise E. Armstrong, Brock University, USA
Ira Bogotch, Florida Atlantic University, USA
Sandra Harris, Lamar University, USA
Whitney Sherman, Virginia Commonwealth University, USA
George Theoharis, Syracuse University, USA.
