Talk About a Racial Eclipse

Abstract

During a student teaching experience, teacher education candidates affiliated with an urban School of Education school–university partnership witnessed a disturbing interaction between an early career White male teacher and a first-grade Black male student at an assigned elementary school. The subsequent interactions among the teacher, principal, district administrators, and university partners illumine the racial implications at varying levels from the individual to the structural level. The ways in which race is centered, yet is evaded by school actors, raises important considerations for leadership. Authors suggest combining critical race theory with organizational narratives to explore the dilemmas at various structural levels, but in particular for the principal and district-level administrators.

ReformED: Integrating Qualitative and Quantitative Research Methods in Research-Based Theatre

“…Perpetuating tropes about race in education while not seeking more information about improving our practice (and humanity), nurturing confidence in how white teachers address students of color, and feelings of superiority over fellow white peers in teaching students of color paints a complicated picture when it comes to how white teachers engage in American schools. The survey reveals a silence of white teachers around issues of race, which is consistent with the majority of research in teacher education [32,35,36]. It was for these reasons that a scene about race was written for the play, ReformED.…”

“…the most of the people-the parents-are like, they had, they both mom and dad had jobs (Interview 16, Para. [27][28][29][30][31][32][33][34][35].…”

Transforming higher education institutions through EDI leadership: A bibliometric exploration

“…Critical Race Theory (CRT) is vital for understanding race and racism in education. Educational leaders can use CRT to develop strategies to address systemic inequities and promote inclusive, equitable learning environments [ 89 ]. This leadership approach emphasizes empathy, cultural competence, and the ability to recognize and challenge implicit biases [ 90 ].…”

When Hate Comes to Campus: Campus Readiness for Conflict, Safety, and Student Voice

“…Effective leadership practice requires that leaders understand the organizations they lead. Yet, OLT has failed to take a central role in the literature concerning issues of racism, inclusion, equity, and marginalization (Moultrie, Magee, & Paredes Scribner, 2017). To counter that history, we suggest that understanding organizations as information processing systems, epicenters of change, and knowledge processing communities offers needed theoretical lenses to examine leadership policy and practice (Kruse & Johnson, 2019).…”