The Role of Mid-Level District Staff in Initiating and Sustaining Top-Down, Critical, Antiracist Reforms

• In Event: District Leadership for Equity and Inclusion: Structures and Practices That Sustain Equitable Leadership Practices

Abstract

This study explores the role of mid-level district staff in Ontario, Canada, in initiating and sustaining top-down, critical and anti-racist reforms. These reforms encompass both universal programs designed to embed critical, equity-minded structures, programs and policies at the district level, as well as targeted reforms aimed at addressing gaps in student achievement, well-being and experience for historically racialized and marginalized groups. This study employs Critical Race Theory and uses oral history interviews with 1-2 mid-level district staff in six district school boards who are responsible for initiating and sustaining these reforms. Findings in this study explore strategies used by mid-level district staff to navigate, subvert and engage the political and ideological dimensions of initiating and sustaining district reforms for equity.

Authors

• Vidya Shah, York University

• Joseph J. Flessa, University of Toronto - OISE

• Gisele Cuglievan Mindreau, University of Toronto