Countering plutocracies: increasing autonomy and accountability through culturally relevant leadership

McCray, Carlos R.; Beachum, Floyd D.

doi:10.1080/13632434.2014.943171

Cited by 13 publications

(18 citation statements)

References 38 publications

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“…In McCray and Beachum’s (2014) framework, liberatory consciousness begins with the self (leader) and involves self-exploration, questioning one’s true beliefs, and coming to terms with the reality of schools and society. Liberatory consciousness is grounded in the philosophy of Paulo Freire’s critical pedagogy, specifically the ability to freely exercise a critical state of awakening about social constraints, resulting from acts of oppression and discrimination (Freire, 1970, 1973).…”

Section: Conceptual Framework: Culturally Relevant Leadershipmentioning

confidence: 99%

“…School leaders with pluralistic insight place a high value on developing relationships with those who are different, whether they are within or external to their school community (Shweder, 2000). In this vein, McCray and Beachum (2014a) argue that culturally relevant leaders with pluralistic insight actively support both educators and students to develop respect and appreciation for others who are different.…”

Section: Conceptual Framework: Culturally Relevant Leadershipmentioning

confidence: 99%

“…Culturally relevant leadership (CRL) improves school culture by providing processes and supports throughout an educational system to challenge extant hegemonic social structures (Beachum, 2011; Fraise & Brooks, 2015; Horsford, Grosland, & Gunn, 2011; Ladson-Billings, 1995c; McCray & Beachum, 2011, 2014a; Osborne, 1996). To do this, culturally relevant leaders support teachers in their professional learning and encourage the use of pedagogies that are culturally relevant to their students’ lives.…”

mentioning

confidence: 99%

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Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

Ezzani

Brooks

2019

Educational Administration Quarterly

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Purpose: The purpose of this study was to explore how leaders in an Islamic school in the United States engaged in culturally relevant leadership (CRL) within a diverse school community to develop students’ critical social consciousness. Research Design: Data were collected over 4 years at an Islamic K-8 school in the United States and included the following: 12 in-depth semistructured interviews with school and community leaders; 4 phone interviews; 7 focus group interviews with teachers, students, and parents; 5 observations of classroom and school events; and documents from the Islamic center, school, and classrooms. Data specific to the school leaders were analyzed using tenets of CRL. Findings and Conclusions: This article describes how Muslim and non-Muslim leaders in an Islamic school engaged in the tenets of CRL. This study suggests that the tenets of CRL, in this context, were grounded in inter and intrafaith dialogue, cultural syncretism, and a unique focus on the development of an American Muslim identity.

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Section: Conceptual Framework: Culturally Relevant Leadershipmentioning

confidence: 99%

Section: Conceptual Framework: Culturally Relevant Leadershipmentioning

confidence: 99%

mentioning

confidence: 99%

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Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

Ezzani

Brooks

2019

Educational Administration Quarterly

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“…(2) Contexts, cultures and situations matter which means that being dogmatic and inflexible does not account for human differences and good decision-making (West et al 2014;Zepeda et al 2014;McCray and Beachum 2014). (3) Power corrupts, especially when you forget that the purposes of education are democracy and mutual understanding and that governments have cut, shortsightedly, public school/public university funding (West et al 2014;ReyesGuerra et al 2014;Cyprès 2014).…”

Section: The Personal Becomes Political and Professionalmentioning

confidence: 98%

Autonomy and accountability: the power/knowledge knot

Bogotch

2014

School Leadership & Management

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“…Finalement, Ryan (2006) ajoute que les problèmes tels que le racisme et la discrimination à l'égard de la diversité ELR doivent aussi être traités par les directions d'école afin qu'ils ne se reproduisent pas dans la communauté. À la lumière de ces constats, il semble nécessaire d'exercer un leadership particulier en contexte de diversité ELR, ce qui concorde avec plusieurs études (Archambault et Garon, 2013;Archambault et Richer, 2014;Bauer et Akkari, 2015;Bouchamma, 2016;Fraise et Brooks, 2015;Frawley et Fasoli, 2012;Gardiner et Enomoto, 2006;Gélinas-Proulx, 2014;Johnson, 2006Johnson, , 2014McCray et Beachum, 2014;Shields, Larocque et Oberg, 2002;Shields, 2010Shields, , 2013Theoharis, 2007;Walker et Dimmock, 2005) (Bouchamma, 2009;Lapointe, Langlois et Godin, 2005).…”

Section: Rôle Des Directions D'école En Contexte De Diversité Ethnoculturelle Linguistique Et Religieuseunclassified

Conciliation du leadership des directions d’école en contexte francophone minoritaire et en contexte de diversité ethnoculturelle, linguistique et religieuse

Landry

Gélinas-Proulx

2018

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Les directions d’école font face à de nombreux enjeux en contexte francophone minoritaire au Canada. Dans cet environnement, il va sans dire que les directions d’école doivent exercer un leadership particulier. De plus, une diversité ethnoculturelle, linguistique et religieuse grandissante s’observe dans ces écoles. Dès lors, plusieurs études affirment que les directions d’école doivent aussi exercer un leadership particulier afin de permettre l’inclusion de la diversité ethnoculturelle, linguistique et religieuse. Nous argumentons que les directions des écoles qui se trouvent à la fois en contexte francophone minoritaire et en contexte de diversité ethnoculturelle, linguistique et religieuse doivent, en plus des tâches administratives et de nature pédagogique, concilier leur rôle de valorisation, transmission et protection de la langue française et des cultures francophones et l’inclusion de la diversité ethnoculturelle, linguistique et religieuse. Nous proposons donc une discussion théorique sur la nature du leadership à exercer pour assurer cette conciliation. Nous proposons finalement un modèle théorique de la conciliation du leadership des directions d’école en contexte francophone minoritaire et en contexte de diversité ethnoculturelle, linguistique et religieuse.

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Countering plutocracies: increasing autonomy and accountability through culturally relevant leadership

Cited by 13 publications

References 38 publications

Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

Autonomy and accountability: the power/knowledge knot

Conciliation du leadership des directions d’école en contexte francophone minoritaire et en contexte de diversité ethnoculturelle, linguistique et religieuse

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