Caring Across Differences: Its Possibilities and Challenges in an Urban Elementary School

• In Event: Roundtable Session 116
  In Roundtable Session: Social Justice Leadership Roundtable

Abstract

Scholars have called for transformative leadership efforts to meet the needs of marginalized student populations. This self-study explores my two-year initiative as an elementary school principal to affect teacher beliefs and practices concerning deficit thinking and disciplinary techniques in a school with increasing numbers of racialized minority and poor students. In response to the disconnect between the teacher rhetoric that they care for students” and the student complaint that “teachers don’t care,” I mobilize Nel Noddings’ care theory to interrogate, interpret, and develop teacher practice. Consequently, student achievement test scores increased, but discipline referrals for specific subgroups remained consistent. I found the majority of teachers were uncomfortable concerning discussions of race, class, and culture. Significant themes of resistance are identified.

Author

• James Calvin Eslinger, OISE/University of Toronto