Ann E. Lopez's Culturally Responsive and Socially Just Leadership in PDF

By Ann E. Lopez

This publication deals doable frameworks and concept that college leaders can use to lead their paintings and interact in serious mirrored image. Lopez reconceptualises pupil engagement from an fairness and variety viewpoint and appears at ways in which leaders might be supported on their trip via collaborative mentorship, whereas bridging the idea to perform gap.

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Extra info for Culturally Responsive and Socially Just Leadership in Diverse Contexts: From Theory to Action

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Identify the characteristics of high-performing schools and systems— K-12 school. • School Effectiveness Framework (SEF) and District Effectiveness Framework (DEF). • Aid in the recruitment, development, selection, and retention of school and system leaders. The OLF, I believe, provides school leaders with an opportunity to look for ways to be creative and to act boldly on behalf of diverse students. For example, insisting that a critical approach to diversity is taken when shared vision is being discussed in schools and questioning the theoretical frames that undergird the understanding of leadership.

In this critical stance, leaders examine their own positionality, their cultures and values, and how these are mediated in diverse learning spaces. E. LOPEZ focuses on educators’ awareness of history, and the detrimental impact of societal inequities. Beachum calls for educators to engage in reflexive practices whereby they critically examine the work that they do. To change the experiences of diverse students, school leaders and diverse students must co-construct knowledge that reflects the complex contexts in which they teach and learn.

Educators who advocate for culturally responsive pedagogy argue that people learn differently across cultures. In order to maximize learning opportunities, teachers must gain knowledge of the cultures represented in their classrooms and then translate this knowledge into instructional practice (Villegas, 1991). Ladson-Billings (1995a) theorizes culturally responsive pedagogy as a pedagogy of opposition, committed to collective and individual empowerment of students. This pedagogy also challenges students to critically examine society and to work for social change.

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