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Envisioning a Critical Race Praxis in K-12 Leadership Through Counter-Storytelling By Natasha N. Croom

Envisioning a Critical Race Praxis in K-12 Leadership Through Counter-Storytelling by Natasha N. Croom

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Summary

Draws on critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. Additionally, this volume provides leaders with a working knowledge of the central tenets of critical race theory.

Envisioning a Critical Race Praxis in K-12 Leadership Through Counter-Storytelling Summary

Envisioning a Critical Race Praxis in K-12 Leadership Through Counter-Storytelling by Natasha N. Croom

While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top-down approach to educational policy and practice, it is imperative that educational leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though educational leaders and leadership programs have been all but absent in this process, given their influence and power, educational leaders need to be engaged in this endeavor.

The objective of this edited volume is to draw upon critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in K-12 schooling. Through the use of critical race methodology and counter-storytelling (Solorzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future educational leaders insight in recognizing how racism functions within institutions and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for educational leaders to develop a critical race praxis and anti-racist approach to leadership.

About Natasha N. Croom

Natasha N. Croom, Iowa State University, USA

Tyson E.J. Marsh, University of New Mexico, USA

Jeffrey S. Brooks, Monash University, USA

Denise E. Armstrong, Brock University, USA

Ira Bogotch, Florida Atlantic University, USA

Sandra Harris, Lamar University, USA

Whitney Sherman, Virginia Commonwealth University, USA

George Theoharis, Syracuse University, USA.

Additional information

NLS9781681234083
9781681234083
1681234084
Envisioning a Critical Race Praxis in K-12 Leadership Through Counter-Storytelling by Natasha N. Croom
New
Paperback
Information Age Publishing
20160730
242
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
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