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Advancing Equity and Inclusivity Through Ethical Leadership and Documentary Engagement in Education
Sun, April 14, 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 100, Room 115ASession Type: Paper Session
Abstract
This paper session explores the unifying theme of fostering ethical leadership and leveraging documentary engagement to empower equity-oriented school leaders. It delves into the critical ethical considerations necessary for continuous school improvement, highlighting the role of leader-initiated doctoral research in the pursuit of a just and inclusive future. Together, these elements represent a collective effort to disrupt majoritarian narratives and advance equity, while also emphasizing the importance of literacy development for English Language Learners and collaborative partnerships in the broader mission of educational equity.
Sub Unit
Chair
Papers
Deconstructing Inequity and Racial Injustice in Servant Leadership for a Just and Inclusive Future - Sarah Elaine Eaton, University of Calgary
Employing Documentary Film in the Preparation of Equity-Oriented School Leaders to Disrupt Majoritarian Narratives - Van T. Lac, University of Illinois at Chicago; Sofia Bahena, University of Texas - San Antonio; Carrie Anna Mitchell, University of Texas - San Antonio
Ethical Considerations for Continuous School Improvement Inquiry and Leader-Initiated Doctoral Research - Margaret Terry Orr, Fordham University; Akane Zusho, Fordham University
Leadership and Capacity Building for Literacy Development for English Language Learners - Gretchen Oliver, Clarkson University; Karen M. Gregory, Clarkson University
Partnering in Equity Work: Tensions That Accompany Collaborative Efforts to Advance Equity in Schools - John B. Diamond, Brown University; Daniella Molle, University of Wisconsin - Madison; April L. Peters-Hawkins, University of Houston; Wehmah Jones, American Institutes for Research; Emily Handsman, Rutgers University; Emily Nott, University of Wisconsin - Madison; Mark E White, University of Wisconsin - Madison; Yeonsoo Choi, Teachers College, Columbia University; Jordan Mosby, Brown University; CJ Greer, University of Wisconsin - Madison