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Challenges of leadership in the educational system
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Chapter 11 of Transforming Multicultural Education Policy and Practice, written by Pedro Noguera and Esa Syeed, details the myriad of policies, ideologies, academic approaches, and individual actions that have built racialized structures within American culture and continues to ensure inequality in urban schools through race. They go on to call the reader to action; we, as educators, must actively strive for and demand anti-racist policy, (help to) create programs that recognize with race and trauma, sustain culture and community in our curricula, and be reflective of our practices and policies that lend us to serving the interest of dominant society (p. 307). Similarly, in Chapter 2 of Bettina Love’s text, Love outlines historical and contemporary
This study primarily focuses on the need for school leaders to adopt greater racial awareness through the use of composing racial autobiographies. Gooden and O’Doherty present this as a pedagogical tool in shifting away from racial unconsciousness and colour blindness. The findings from this study outlines participants own disregard to race prior to composing their racial autobiographies. It also further indicates that self-reflection; and being conscious of how our beliefs and perceptions of others with regards to race can shape decision-making, which is imperative for leaders who seek cultural responsiveness. This does however have its limitations, as it seems to develop awareness more so rather than a direct practical application,
Introduction Race and racism are uncomfortable topics, but ones that must be openly and honestly discussed in order to begin the process of change. This paper will review my background, analyze readings, and openly discuss how the readings relate to me. The readings will be Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack,” Beverly Daniel Tatum’s “Why Are All the Black Kids Sitting Together in the Cafeteria?” , Christopher Edmin’s “For White Folks who Teach in the Hood,” and Eduardo Bonilla-Silva’s “Racism without Racists.” Through these readings, I will define race, racism, white privilege, then I will reflect on how I identify with them and they affect education.
The article written by Ashley Griffin and Hilary Tackie “Through Our Eyes: Perspectives and Reflections From Black Teachers” divulges a seldom insight at the roles and responsibilities Black teachers in America take-on in our current education system. It raises an important question about what can be done to attract more teachers of color to get into the education field, but more importantly what can be done to reduce the burden and stress held by Black teachers trying to relieve the plight of black students struggling in our schools. Having the ability to connect through shared similar experiences in their own lives is one of the most beneficial characteristics Black teachers have with their students.
In today’s highly litigious society it is of utmost importance for an education leader to have a good understanding of rules and regulations pertaining to the field of education. Knowledge of constitutional provisions and a handle on up to date local, state and federal requirements is a must for someone in educational leadership role. The nature of the population we serve is changing continuously. Educators need to be mindful of the rights of people protected by the constitution and make an effort to develop policies designed to protect those rights.
Describe how your leadership beliefs and practices will promote inclusive practices and outcomes at West Linn High School. * I have seen the ways that non-inclusive practices can result in lifelong struggles. My own mother began school in the US as an English language learner, and language barriers consistently stymied her family’s ability to advocate for her. Consequently, she fell through the cracks of an education system that failed to support her. The effects of this early reality have reverberated throughout her life.
At my school, I am a co-leader of Sankofa, my school’s Black Awareness Club. We educate the student body on racial issues and have discussions about what it means to be black in our society. Throughout high school, I have helped this club grow from a few students to a flourishing space where students and teachers gather to better themselves and our school. After every event I feel progress being made. From the transformed way the members in my club interact in their community to the increasing number of curious new members, this club are advancing the presence of black students in my school.
This paper will discuss the importance of understanding the impact of teacher diversity on student outcomes, including the role of teacher expectations and cultural competency, and the impact of role models and mentorship. This history of the underrepresentation of African American teachers and its impacts on student outcomes is a multifaceted topic that requires careful examination and consideration. By exploring this history, we can gain a deeper understanding of the ongoing challenges and opportunities facing African American students, teachers, and the education system. The history of African American education in the United States is a complex and often painful story shaped by centuries of racism, discrimination, and oppression. During the era of slavery in the United States, African slaves were systematically denied the right to education.
(Black 2013) It is obvious that integrated schools improve education for low-income and minority students, so the solutions to the stratification issues we face should include, (1) helping all parents understand diversity provides benefits to everyone and (2) developing and supporting policies that promote diversity, while maintaining individual choice to a degree. To address the issue of helping parents understand the importance of diversity, schools should utilize the increased marketing that has come with more choice. Instead of focusing entirely on the fiscal bottom line or test scores, schools could explain that critical thinking and better preparation for a multicultural world with its global economy are some of the benefits of integrated schools, areas white students are currently lacking in. (Black 2013)
Administrator and teachers view their role as exclusively teaching the students about academics and feel that speaking up about racial tension as “political” and they would rather stay calm and avoid controversial topics (Hardie, 2013). The school understands there’s racial tension, but they rather stay out of the situation to protect their selves and their character. Sweeping racial problems under the rug prolongs racism. The earlier the problem of racism’s identified and addressed, the quicker racism will reside.
The educational system in America contains numerous racial disparities that affects the very core of the children who is suppose to benefit from education. This disparity comes in many forms in primary schools, a teacher’s attitude being one of them (Epps, 1995). A teacher’s attitude in a classroom consisting of a racially diverse children is a large contributing factor to the academic success of their students, more specifically, the minority African American students. It is a given that all schools should employ qualified teacher who are passionate about their students and the quality of education they provide to these students. Unfortunately, that is not the case for many urban schools that house a large proportion of African American students
1. What are the primary issues in this scenario and what information is Principal Miller likely to need in order to demonstrate appreciation for and sensitivity to the diversity in the school community? The primary issues are the quality of instruction received by all students and Principal Miller’s lack of knowledge regarding the political, social, economic, and cultural context of the community. To gain a better understanding of the issues, Mr. Miller will need to collect and review data.
(pg.80) Acknowledging and embracing a student’s racial or ethnic background is important, but it is just a piece of the educational puzzle. Effective teachers must be culturally responsive, with fine-tuned classroom management skills, and high expectations for all their students. It is crucial for an effective
To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds.
Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning.
