A White Principal’s Year of Learning to Lead for Racial Justice in Elementary Mathematics (Poster 14)

• In Event: Friday Poster Session 9:35 am
  In Poster Session: The Changing Landscape of Leadership Preparation, Partnerships, and Social Justice Advocacy

Abstract

This qualitative case study unpacks a White principal’s learning journey to lead for racially just mathematics instruction. Alongside university partners, Principal Casey participated in learning routines that focused on noticing and dismantling existing racial hierarchies describing who is good at math and what counts as math. Positioned as a learner–about racial dynamics in math classrooms as well as the mathematics itself–she imagined and subsequently co-designed routines and tools to support teachers’ learning. This study adds to the literature on principal learning for racially just leadership, situated in instructional contexts. This is essential for the field as many leaders consider themselves to be both instructional and social justice leaders, but are unsure of how these practices sit together.

Authors

• Jessica G. Rigby, University of Washington

• Stephanie R. Forman, University of Washington

• Elham Kazemi, University of Washington