Publication Date: March 12, 2021
Educational leaders confront instances of inequity every day, whether they are aware of it or not. Many find themselves inadequately reacting to such issues due in part to traditional preparation programs that fail to interrogate the existence and impact of systems of oppression. Why is naming and tackling inequity not at the forefront of every conversation about educational leadership? How do our social constructions of identity hierarchies and deficits (mis)shape what leaders think and do? How do leaders advocate for those who need and deserve advocacy? This volume considers these questions and more by offering unique leadership frameworks that integrate critical theories for social change with everyday practice. By bringing together diverse researchers, practitioners, and policymakers who are often pushed to the margins, this volume will help today’s leaders see with new eyes and gain the critical tools, language, and concepts for equity leadership. The text is organized into four sections: Transforming Self, Transforming Educators, Transforming Organizations, and Transforming Systems.
Katie Pak is a school improvement and data specialist with the School District of Philadelphia where she also provides leadership and support in the District’s newly formed Equity Coalition. Sharon M. Ravitch is a professor of practice at the University of Pennsylvania’s Graduate School of Education where she co-founded the Inter-American Educational Leadership Network for leaders across the Americas.
“Forcefully and persuasively, Katie Pak and Sharon Ravitch make the case for critical leadership practice—the ethical analysis and dismantling of the systemic foundations of educational inequalities essential to rebuilding schools and education systems that truly empower the most marginalized students. In the wake of the raw educational and social inequalities that the COVID-19 pandemic has laid bare for all to see, this book is essential reading for every teacher and leader interested in building back better, so that schools advance democracy and social justice.”
—Fernando M. Reimers, Ford Foundation Professor of the Practice of International Education, Graduate School of Education, Harvard University
“The practitioner-scholars assembled in this book seek to rehumanize a school system and society whose economic, racial, and gender inequalities have been laid bare by the COVID-19 pandemic. Each chapter is a testimonial on how to reprofessionalize teachers and leaders through dialogue and critical inquiry.”
—Gary L. Anderson, professor, New York University
“An important framework for reconceptualizing educational leadership and administration. The editors and chapter authors provide useful reframing tools to challenge traditional organizational norms of leading schools. This book will be most useful for teaching current and future school administrators to reframe the discourse and think about social justice leadership.”
—Laurence J. Parker, Department of Educational Leadership & Policy, University of Utah