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Justice in Search of Leaders

A Handbook for Equity-Driven School Leadership

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Gloria Graves Holmes

Justice in Search of Leaders: A Handbook for Equity-Driven School Leadership is a guide for educators who are committed to equity-driven teaching, leading, and policy-making, and would like to operationalize socially just school practices for all children. Moving beyond a heroes and holidays approach to addressing racism, bias, injustice, and a cluster of isms, it provides a deeper understanding of the causes of structural inequities in schools, and suggests approaches for deconstructing them. The book includes a frank discussion of race, racism, social dominance, and implicit bias, and encourages both objective and subjective analyses of how they infect school practice.

America’s ambivalent response to race, racial identity development, the nature of prejudice, and how humans form values and develop belief systems is explored in some depth. There is also a critique of Whiteness as a socio-political concept as it relates to power and privilege, and as a demographic reality as it relates to institutional discrimination in schools. The book is not a critique of white people, and it is important that readers make that distinction. This leads to a discussion of the tricky and challenging process of changing beliefs, values, and attitudes as they relate to school leadership and teaching, and how all of this is connected to the power dynamics in schools.

Justice in Search of Leaders: A Handbook for Equity-Driven School Leadership encourages educators to acknowledge that we all have racial identities and biases that inform professional practice, and to reflect on the significance of this. It means thinking deeply about socially abhorrent subjects which make us uncomfortable and cause us to retreat to the safety of our comfort zones. This is necessary because for most under-served students, there is no retreat and no safety; there are only discomfort zones.

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Appendix B: Examples of Microaggressions in the Classroom

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APPENDIX B

EXAMPLES OF MICROAGGRESSIONS IN THE CLASSROOM

Definitions of Microaggressions

Microaggressions are defined as “brief and commonplace daily verbal, behavioral and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory or negative racial slights and insults that potentially have harmful or unpleasant psychological impact on the target person or group” (Solorzano, Ceja, & Yosso, 2000).

Microinsults are behaviors, actions, or verbal remarks that convey rudeness, insensitivity, or demean a person’s group or social identity or heritage (Sue et al., 2007).

Microinvalidations are actions that exclude, negate, or nullify the psychological thoughts, feelings, or experiential reality of people who represent different groups (Sue et al., 2007).

Microaggressions cut across all social identities including race, ethnicity, religion, nationality, sexual orientation, gender identity, gender expression, age, disability status, socioeconomic class, and other important social dimensions. At the University of Denver, these insults and invalidations also occur across all majors, departments, and colleges. ← 315 | 316 →

Examples of Microaggressions

• Continuing to mispronounce the names of students after they have corrected you time and time again. “Is Jose Cuinantila here?” “I am here, but my name is Jesús Quintanilla.”

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