Chapter 4: African American Principals and the Legacy of <i>Brown</i>

Tillman, Linda C.

doi:10.3102/0091732x028001101

Cited by 108 publications

(93 citation statements)

References 72 publications

(137 reference statements)

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“…For example, Black segregated schools (cf. Sowell, 1974;Walker, 1996Walker, , 2009aWalker, , 2009b are rightfully lauded for their strong interpersonal mechanisms, such as teacher-student relationships (Foster, 1990(Foster, , 1998Lomotey, 1989Lomotey, , 2003Tillman, 2004;Walker, 1996Walker, , 2000. Postdesegregation schools designed for…”

Section: The Relational Work Of Black Educatorsmentioning

confidence: 99%

“…E. Morris, 1999). Supportive Black educator-student relationships have also been found in all-Black classrooms within racially heterogeneous school environments (e.g., McKinney de Royston et al, 2017) as well as between Black educators and Black students that interact within racially heterogeneous classrooms and schools (Ladson-Billings, 1995Milner, 2006) This literature makes clear that Black educator-Black student relationships are historically and politically situated mechanisms of interpersonal care that support the well-being, academic achievement and long-term success of Black students (e.g., Anderson, 1988;Beauboeuf-Lafontant, 1999;Dixson, 2003;Foster, 1998;Irvine, 1989;Ladson-Billings, 2005;Tillman, 2004;Walker, 1996). This relational work is often rooted in Black educators' clarity about the historical and political landscape they and their students work, worship, and otherwise live within daily.…”

Section: The Relational Work Of Black Educatorsmentioning

confidence: 99%

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“I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children

Royston

Madkins

Givens³

et al. 2020

American Educational Research Journal

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Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the “work” of teachers is conceptualized and researched.

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Section: The Relational Work Of Black Educatorsmentioning

confidence: 99%

Section: The Relational Work Of Black Educatorsmentioning

confidence: 99%

“I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children

Royston

Madkins

Givens³

et al. 2020

American Educational Research Journal

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“…feminist theories in women's leadership studies from Brunner 1998;Grogan 1996;Lumby 2008), racism from Gooden 2012;Tillman 2004). Drawing on radical humanist and radical structuralist versions of critical theory (e.g.…”

Section: Critical Transformative Oriented Approachesmentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nationstate based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical

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“…Educational leadership research, even with its history of omitting non-dominant perspectives and scholarship (Gooden, 2012), can serve as a useful example for how scholars of color have articulated research that has pushes back against the ills of a post-truth era. For example, Tillman (2004) found that education research journals had a long history of placing the study of Black issues and Black leaders at the margins. The research literature on educational leadership has had a troubled past of limiting the voices and perspectives of scholars of color (Dantley, 1990(Dantley, , 2002Tillman, 2004).…”

Section: Lessons From Educational Leadershipmentioning

confidence: 99%

“…For example, Tillman (2004) found that education research journals had a long history of placing the study of Black issues and Black leaders at the margins. The research literature on educational leadership has had a troubled past of limiting the voices and perspectives of scholars of color (Dantley, 1990(Dantley, , 2002Tillman, 2004). However, as the field of educational leadership has been slow to include voices of alternative perspectives within its discourse (Dantley, 2003;Dantley & Rogers, 2001), the past 30 years has seen an emergence of research from scholars of color.…”

Section: Lessons From Educational Leadershipmentioning

confidence: 99%

When they go low, we go high: Scholars of color, activism, and educational research in a post-truth era

Childs

Johnson

2018

EPAA

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In the post-truth era, research from scholars of color will serve greater utility due to their propensity to speak truth to power, counter inaccurate narratives about marginalized populations, and challenge the politics that emerge during the post-truth era. This paper will highlight how scholars of color have centered race and social justice within their research, and provide examples of how the educational research community should counter the current post-truth era. We propose that scholars of color should be more prominent in our research agendas. This includes citing more of their work, supporting research agendas that positions ‘race’ at the center, and promoting critical scholarship that moves away from deficit language. If we are going to speak truth to power in today’s post-truth climate, then educational researchers must produce critical scholarship that challenges the lies and myths that permeate in a post-truth era.

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Chapter 4: African American Principals and the Legacy of Brown

Cited by 108 publications

References 72 publications

“I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children

“I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

When they go low, we go high: Scholars of color, activism, and educational research in a post-truth era

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