Rethinking school leadership for equity, diversity and social justice in education: the case of Northern Cyprus

Küçükakın, Pınar Mercan; Gökmenoğlu, Tuba

doi:10.1080/13603124.2023.2224752

Cited by 2 publications

(1 citation statement)

References 38 publications

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“…And yet, significant research speaks to the importance of this missing curriculum. In their study of 10 current principals and the skills they need for successful leadership in our increasingly diverse schools, Küçükakın and Gökmenoğlu (2023) conclude that the leadership of school principals plays a vital role in celebrating diversity and ensuring social justice in education and point to the need of school leaders to increase their agency and capacity to compensate for inequalities that marginalized students face.…”

Section: The Need For Racial Equity-focused Curriculummentioning

confidence: 99%

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

D. Rasmussen,

P Leer

2024

IJDS

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Aim/Purpose: This study aimed to compare the experiences of students who identify as Black, Indigenous, and People of Color (BIPOC) with those of White students in the same Educational Leadership doctoral program that claimed to be unapologetic in its commitment to producing racially conscious leaders. Background: This study critically assesses the doctoral program’s claims as measured by BIPOC and White doctoral students’ perceptions of their abilities as racial equity leaders and their assessments of their transformational learning. Methodology: This qualitative study employed two separate focus group interviews – one for BIPOC doctoral students (n=7) and the other for White doctoral students (n=6). The researchers could comprehend how the participants experienced an Educational Leadership Ed.D. program with curriculum, andragogy, and assessment viewed through the lens of race and how the participants perceived their growth as racial equity leaders. Contribution: This study offers several theoretical and practical applications for Educational Leadership doctoral programs that embed racial equity work. For faculty, the study informs their delivery of race-focused courses and programs to optimize their development of racially conscious leaders. For BIPOC students, the study empowers them to advocate for and demand challenging racial equity-focused curriculum and instruction. For White students, the study reinforces the necessity of a race-focused program for professional development. Findings: There was a marked difference between the BIPOC and White students’ responses. White students reported the most transformational growth in their racial awareness, their understanding of structural racism, and their recognition of where equity leadership skills could be utilized. BIPOC students were cognizant of much of this work before entering the program. However, they reported growth in understanding how best to implement effective racial equity leadership while maintaining healthy boundaries and self-care. Recommendations for Practitioners: Educational leadership doctoral programs with a focus on racial equity work need teaching faculty that espouse and demonstrate anti-racist curriculum, instruction, and assessment without relying on the racialized labor of BIPOC students to “teach” White students about racism. Recommendation for Researchers: The researchers in this study used separate focus groups – BIPOC and White. The data revealed that although the same questions were asked to each group, the BIPOC responses contained more vulnerable, personal details and yielded richer meanings. Future researchers should consider employing a more robust set of focus group questions that require more introspection and self-reflection, which might produce more significant insights. We believe they may yield more nuanced responses from all racial groups. Impact on Society: This study revealed that BIPOC and White educational leadership doctoral students have different and varying needs and challenges based on their racialized lived experiences. Educational leadership doctoral programs must provide the tools and opportunities for their students to be conversant and competent to address issues of structural racism. Future Research: Future research should use transformative learning theory to guide how BIPOC and White faculty in educational leadership doctoral programs assess their abilities to be anti-racist teachers and leaders.

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Section: The Need For Racial Equity-focused Curriculummentioning

confidence: 99%

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

D. Rasmussen,

P Leer

2024

IJDS

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Social Responsibility and Sustainable Development Goals: The Case of Teachers in Christian-Protestant Schools

Severino-González,

Navarrete-Robles,

Caqueo-Quenaya

et al. 2024

jlsdgr

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Objective: The objective of this study is to explore the perception of primary and secondary school teachers on social responsibility strategies from the SDGs in Protestant establishments. Theoretical framework: The contributions of the theory of social responsibility and the principles of sustainable development are used. In addition, the focus is on the challenges posed by the SDGs in Christian-Protestant education. Method: The study considers an exploratory design. A quantitative instrument was applied to a non-probabilistic sample composed of primary and secondary school teachers from Protestant institutions in Chile. Descriptive statistics, measures of central tendency, internal consistency coefficients were determined and statistically significant differences were examined. Results and Discussion: The complementarity that the principles of confessional and Protestant education have with respect to the values of social responsibility is evident. The sociodemographic characteristics of teachers have implications in the perception of social responsibility strategies. Differences were found according to sex, university, postgraduate and position. Research implications: Teachers, managers and leaders, for the implementation of institutional strategies and, at the same time, for the design of public policies that improve social well-being through the values of SR and the SDGs, can use the results of this study. Conclusions: Protestant-inspired primary and secondary education institutions must promote liberty, empathy, respect, citizenship, dignity, solidarity and care for the environment. All of the above is consistent with the principles of the SDGs and the values of social responsibility. Originality/Value: The literature is not conclusive regarding strategies that can contribute to the needs of the population. In this sense, the application of SR and SDG actions are significant for the well-being of the population. This analysis demonstrates the need that society has regarding education in values. This includes the development of institutional strategies that are congruent with the Christian faith and consistent with the demands of a globalized society.

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Rethinking school leadership for equity, diversity and social justice in education: the case of Northern Cyprus

Cited by 2 publications

References 38 publications

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

Social Responsibility and Sustainable Development Goals: The Case of Teachers in Christian-Protestant Schools

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