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Enhance your capacity for antiracist leadership! The COVID 19 pandemic has illuminated deep-seated structural inequities in our schools and across society. More than ever, education leaders are being challenged to take action to disrupt the institutional racism that undergirds many of our longstanding policies and practices. Our students are challenging us to step up and be antiracists who commit to the uncompromising belief all children can learn and deserve an exceptional education. With over 10 years of experience leading the Institute for Courageous Principal Leadership, the authors guide leaders as they expand their racial consciousness through self-reflection. They also provide the tools needed to counter implicit bias and resistance. Grounded in research, but written in practitioner-friendly language, this book
· Focuses on systemic leadership and institutional failures as the source of predictable student outcomes
· Leverages research and theory to create a process for principals to build racially equitable practices
· Navigates the politics of leadership without compromising student achievement
List of contents
List of Figures
Foreword
Acknowledgments
About the Authors
Introduction
Part I. Developing Racial Consciousness
Chapter 1. Developing Myself as a Racially Conscious Leader
Chapter 2. Discovering My "Why"
Chapter 3. Research Reality Check
Chapter 4. Racism at Work
Chapter 5. Understanding My School/District
Part II. Integrating Knowledge Into Practice
Chapter 6. A Principal's Critical Duty
Chapter 7. Ensuring Racially Conscious Pedagogy
Chapter 8. The State of Things
Chapter 9. Good Trouble
Index
Learning from Mentors: Living the Theory of Action by Josh Fraser
Learning from Mentors: Living the Theory of Action by Kirk Morris
Learning from Mentors: Responding to Disaster by Isabel Rodriguez
Learning from Mentors: The Value of Racial Affinity Groups by Nan Yurecko
Learning from Mentors: Instruction that Supports Student Pride, Place, and Potential by Nasreen Fynewever
Learning from Mentors: Looking in the Mirror: Michael Walker's Advice to Principals by Michael Walker
Learning from Mentors: Transforming Instruction by Silvy Un Lafayette and Jessica Busse
About the author
Candace Raskin, Ed. D., served as an educational leader in Minnesota public schools for 18 years as a superintendent; director of curriculum, instruction and assessment; middle school and elementary principal; and high-potential coordinator. Her research on developing racially conscious leadership has been recognized nationally and is published in numerous scholarly journals. She currently provides leadership and teaches in the administrative licensure graduate program at Minnesota State University, Mankato, Twin Cities location. She also teaches doctoral courses and advises doctoral students as a professor in the Department of Educational Leadership. She is the co-founder and facilitator of the Institute for Courageous Principal Leadership.
Melissa Krull, Ph.D., has an extensive background serving in leadership capacities at a 10,000-student school district for 20 years, 10 of which were spent as superintendent. Her recent work includes leadership teaching and research toward the elimination of racial achievement disparities. She has served as a keynote speaker, panelist, and presenter for various organizations and universities, including Georgetown Law Center and The U.S. White House. Dr. Krull is the co-author of a chapter in More Courageous Conversations: From Theory to Practice (2012). She currently teaches graduate courses in the administrative licensure graduate program and advises doctoral students through the department of Educational Leadership at Minnesota State University, Mankato, Twin Cities location. She is the co-founder and facilitator of the Institute for Courageous Principal Leadership.
Antonia Felix, Ed.D., MFA, is the author of 23 books including biographies of Senator Elizabeth Warren, Supreme Court Justices Sonia Sotomayor and Ruth Bader Ginsburg, NATO Commander Wesley Clark, and Secretary of State Condoleezza Rice. She has taught literature, writing, and seminars on public intellectuals at the college level, and her academic research focuses on the use of expressive writing to develop racial consciousness and process race-related stress and trauma.
