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Innovative Approaches to Educational Leadership

Selected Cases

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Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton

Of late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles.  Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education.  This volume focuses on educational leadership--broadly defined.  More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership.  Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.
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Chapter Ten: Culturally Relevant Leadership in Practice: A Case Study of a Black Woman Principal in the West (Linda C. Tillman / Sonya Douglass Horsford)

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CHAPTER TEN

Culturally Relevant Leadership IN Practice

A Case Study of a Black Woman Principal in the West

LINDA C. TILLMAN AND SONYA DOUGLASS HORSFORD



As educational leaders in the U.S.A. grapple with the complexities of preparing today’s students in racially and socioeconomically segregated schools and communities, research on culturally relevant leadership practices have gained increasing attention. The pressures of widening racial and economic inequality coupled with what has been a high-stakes, top-down accountability environment, have incentivized individualized competition and performance over more collective notions of collaboration and community. As a result, educational outcomes, measured almost exclusively by test scores and other narrowly constructed indicators of student achievement, are now central to the work of today’s school leaders. Yet process, which is by definition central to leadership, has been largely ignored, resulting in even greater divides in not only achievement, but engagement by parents, families, and communities, which is key to educational access and opportunity. In the case of public school leaders serving large populations of poor, emergent bilingual, and racially minoritized children in resegregated schools and neighborhoods, the necessity to engage in culturally relevant practices becomes even more pronounced, especially for those educators whose background, lived experiences, and cultural norms contrast in important ways with those of their teachers and students.

Advancing high-quality educational experiences and opportunities for high-needs students in resegregated schools is no easy task. In fact, it requires additional knowledge concerning...

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