Leading for Literacy Equity: Black Superintendents Cultivating Literacy Excellence for Black Students

• In Event: Factors Influencing the Selection of Superintendents and Decision-Making Practices

Abstract

Using Counterstorytelling (DeCuir & Dixson, 2004; Solórzano & Yosso, 2002) as a methodological tool, this paper delves into an in-depth exploration of the leadership approaches employed by Black superintendents in U.S. school districts for literacy equity, which led to holistic education renewal. The objective of their leadership is to champion educational and literacy equity that not only promotes excellence but also seeks holistic and reparative efforts that lead to remedy, repair, and just educational renewal for Black students. Drawing upon Culturally Responsive Leadership (Khalifa, 2018) and Culturally and Historically Responsive Literacy (Muhammad, 2020), the paper aims to illuminate Black superintendents’ leadership efforts to achieve literacy equity and holistic educational renewal within their school district.

Author

• Honey Walrond, University of California - Berkeley