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Becoming a Fierce Leader of Race Equity and Diversity Dialogues

Tue, April 9, 8:00 to 10:00am, Metro Toronto Convention Centre, Floor: 200 Level, Room 203C

Abstract

Objectives: Issues of race, class, gender, and ill-preparedness to have bold and courageous conversations about social constructs, has placed stress and tension on already impalpable spaces in education. School leadership and instruction in the U.S. has faced extraordinary challenges forcing administrators and teachers to navigate multilayered obstacles steeped in issues of diversity and xenophobia in Pk-12 schools. One of these requests includes creating and fostering an authentic empowering school culture. In this paper, we describe the process, professional learning, and structures necessary to equip teachers and leaders with requisite skills to prioritize and embrace empowerment for all learners.

Framework: We employ critical race theory (Bell, 1992), critical white studies, intersectionality, and subaltern theory (Apple & Buras, 2006) to fully capture both the content of our message and our identities as the messenger. As noted by many multicultural and diversity researchers, this work must be conceptualized and implemented broadly if it is to bring about meaningful change in schools (Moreno, 1999; Moses & Cobb, 2001.) We also use the work of, Nieto, (2000) she asserts that equity and diversity use critical pedagogy as its underlying philosophy and focuses on knowledge, reflection, and action as the basis for social change, multicultural education furthers the democratic principles of social justice.

Techniques/Data Sources: Participants serving as administrators began an interactive protocol that helped to reveal bias. Next, participants orally described their initial reactions to an anti-bias / bias activity and discussed how students of color are historically marginalized struggle to gain access to larger more dominant communities. The outcomes of the intervention were:
• Participants will deepen their understanding of what it means to be fierce leaders of race, equity, and diversity dialogues.
• Participants will be able to identify challenges and barriers in society that impact educators’ ability to create and sustain cultures of empowerment for all learners.
• Participants will be able to list and describe key tenants within equity pedagogy and prejudice reduction strategies.

Methods/Findings: The three case studies espoused the need for policies and practices that empower all learners. The results showed a lack of information around equity and diversity when seeking to create a positive work environment that is inclusive.

Significance: This research exploration draws on recent affairs that have impacted classrooms nationwide and in a local school district. Findings show that with the requisite knowledge, skills, and dispositions that are strongly encouraged in an effort to create, foster, and sustain empowering school cultures how administrators create positive climate in diverse schools.

Conference Connection: The landscape of the lack of truth and alternative facts becomes a barrier in diversity and equity development. The outcomes in this study provide examples of how to overcome these barriers.

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