International Journal of Multicultural Education

Articles from Vol. 17, No. 1, January

Black Educational Activism for Community Empowerment: International Leadership Perspectives
The work of dismantling structural racism in education demands bold, strategic, and sometimes revolutionary acts that, by their nature, conflict with mainstream, lauded approaches to educational leadership (Murtadha & Watts, 2005; Perlstein, 2005;...
Challenging the Dominant Narrative: Critical Bilingual Leadership (Liderazgo) for Emergent Bilingual Latin@ Students
Current shifts in student enrollment are drastically changing the linguistic landscape in U.S schools. Between 2001 and 2011, the percentage of White students in U.S. public schools decreased from 60% to 52%, and this coincided with an increase in...
Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change
In this article, we present an argument regarding the contexts and relative strengths of the leadership practices of individuals who work in the field of educational leadership for diversity, social justice, and equity. This study serves to engage...
Educational Leadership against Racism: Challenging Policy, Pedagogy, and Practice
As the year 2015 has begun, a worldwide racialized conversation continues about the inability of police, judicial systems, and public policy to address what Derrick Bell (1992) has long framed as the "permanence of racism" (see also Knaus, 2011; Ladson-Billings,...
Educational Leadership in Our Peculiar Institutions: Understandings of Principals in Segregated, White-Staffed Urban Elementary Schools in the United States
I've not lived the Black experience. I mean I might know about it, but I haven't lived it. I can't talk or relate to them [students] like that, and they know that. It's nobody's fault, it's just the way life is. I haven't been there. I haven't done...
Fostering Movements or Silencing Voices: School Principals in Egypt and South Africa
Today Mabizela, whose parents named him as an answer to the then present-day apartheid policies in South Africa, sent the second author a rare email message on the passing of Nelson Mandela. The principal of a large township high school outside of...
Giftedness as Property: Troubling Whiteness, Wealth, and Gifted Education in the United States
Relatively recent research is operationalizing the concept of white privilege and encouraging educational leaders to participate in courageous conversations about race in order to create more equitable schooling practices (Brooks & Arnold, 2013;...
Leadership for Equity and Social Justice in Arab and Jewish Schools in Israel: Leadership Trajectories and Pedagogical Praxis
Increased interest in the concept of social justice (SJ) in educational research reflects the aspiration to implement principles of SJ in schools (Lindsey & Lindsey, 2011; Berkovich, 2014; Stevenson, 2007; Theoharis & Brooks, 2013). Yet, in...
Preparing School Leaders to Interrupt Racism at Various Levels in Educational Systems
Arne Duncan, the U.S. Secretary of Education, issued a wakeup call for US public schools when he announced, "The undeniable truth is that the everyday education experience for too many Students of Color violates the principle of equity at the heart...
Racial-Equity Policy as Leadership Practice: Using Social Practice Theory to Analyze Policy as Practice
The purpose of this theoretical paper is to explore a relationship between equity-focused policy (e.g., policy aimed at eliminating racial disparity in education access and outcomes, policy aimed at equalizing access to STEM courses, and policy aimed...
Reconciling Leadership Paradigms: Authenticity as Practiced by American Indian School Leaders
This phenomenological study examined the cultural complexity faced by American Indian school leaders in K-12 schools located on or near Indian reservations in Montana, a state in the western United States. Although an increasing body of literature...
Toward a Theory of Culturally Relevant Leadership for School-Community Culture
Schools have been described variously as spaces of cultural conflict where different values, beliefs, and norms create discord and as spaces of cultural cohesion where educators and students create understanding and sustain harmony (Beachum & McCray,...
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