The leaders of the Black Student Union (BSU) at Liberty High School share their school climate and culture survey with Ms. Nguyen, their Asian American principal. Black youth leaders reveal a hostile and unwelcoming climate in the form of anti-blackness for Black students at a school staffed with primarily white teachers. BSU students request to share their findings with the entire school staff. The question remains how Ms. Nguyen, a principal who has the aspirations of a social justice leader and the desire to incorporate the voices of marginalized groups at her school, navigates a challenging context where white teaching staff exhibit resistance to creating social change at Liberty High.
AuerbachS. (2009). Walking the walk: Portraits in leadership for family engagement in urban schools. School Community Journal, 19(1), 9-32.
2.
BeachumF. D.WatsonT. N. (2017). The rebirth: Can we live?Journal of Cases in Educational Leadership, 20, 95-104. doi:10.1177/1555458916685747
3.
BertrandM.RodelaK. C. (2018). A framework for rethinking educational leadership in the margins: Implications for social justice leadership preparation. Journal of Research on Leadership Education, 13, 10-37. doi:10.1177/1942775117739414
4.
Bonilla-SilvaE. (2002). The linguistics of color blind racism: How to talk nasty about blacks without sounding “racist.”Critical Sociology, 28, 41-64.
5.
BrooksJ. S. (2013). Antiracist school leadership: Toward equity in education for America’s students. Charlotte, NC: Information Age Publishing.
6.
CooperC.RiehlC.HasanA. (2011). Leading and learning with diverse families in schools: Critical epistemology amid communities of practice. Journal of School Leadership, 20, 758-788.
7.
DamianiJ. (2014). Unlocking elementary students’ perspectives of leadership. International Electronic Journal of Elementary Education, 6, 229-256.
8.
DantleyM. E.TillmanL. C. (2006). Social justice and moral transformative leadership. In MarshallC.OlivaM. (eds.) Leadership for social justice: Making revolutions in education (pp. 16-30). Boston MA: Allyn & Bacon.
9.
DumasM. J. (2014). “Losing an arm”: Schooling as a site of black suffering. Race Ethnicity and Education, 17, 1-29.
10.
DumasM. J. (2016). Against the dark: Antiblackness in education policy and discourse. Theory into Practice, 55, 11-19.
11.
DumasM. J.rossk. m. (2016). “Be real Black for me”: Imagining BlackCrit in education. Urban Education, 51, 415-442.
12.
FernándezE.Paredes ScribnerS. M. (2018). “Venimos Para Que se Oiga la Voz”: Activating community cultural wealth as parental educational leadership. Journal of Research on Leadership Education, 13, 59-78. doi:10.1177/1942775117744011
13.
FieldingM. (2001). Students as radical agents of change. Journal of Educational Change, 2, 123-141.
14.
GentilucciJ. L.MutoC. C. (2007). Principals’ influence on academic achievement: The student perspective. NASSP Bulletin, 91, 219-236. doi:10.1177/0192636507303738
15.
GilesC. (2006). Transformational leadership in challenging urban elementary schools: A role for parent involvement?Leadership and Policy in Schools, 5, 257-282.
16.
HartmanS. V. (2007). Lose your mother: A journey along the Atlantic slave route. New York, NY: Farrar, Straus and Giroux.
17.
JonesM.YonezawaS. (2002). Student voice, cultural change: Using inquiry in school reform. Equity & Excellence in Education, 35, 245-254.
LacV. T.Cumings MansfieldK. (2017). What Do Students Have to Do With Educational Leadership? Making a Case for Centering Student Voice. Journal of Research on Leadership Education, 13(1), 38-58. doi:1942775117743748
22.
LacV. T.FineM. (2018). The Good, the Bad, and the Ugly: An Autoethnographic Journey on Doing Participatory Action Research as a Graduate Student. Urban Education, 53(4), 562-583.
23.
Ladson-BillingsG. (1998). Just what is critical race theory and what’s it doing in a nice field like education?International Journal of Qualitative Studies in Education, 11, 7-24.
24.
Ladson-BillingsG. (2004). Landing on the wrong note: The price we paid for Brown. Educational Researcher, 33, 3-13.
LoewenJ. W. (2008). Lies my teacher told me: Everything your American history textbook got wrong. New York, NY: The New Press.
27.
MarshallC.OlivaM. (2006). Leadership for social justice: Making revolutions in education. Boston, MA: Allyn & Bacon.
28.
MerchantB. M.GarzaE. (2015). The urban school leaders collaborative: Twelve years of promoting leadership for social justice. Journal of Research on Leadership Education, 10, 39-62.
29.
MerchantB. M.ShohoA. R. (2006). Bridge people: Civic and educational leaders for social justice. In MarshallC.OlivaM. (eds.) Leadership for social justice: Making revolutions in education (pp. 85-109). Boston MA: Allyn & Bacon.
30.
MillsC. (2011). Liberalism and the racial state. In JungM. K.VargasJ. C.Bonilla-SilvaE. (eds.) State of White supremacy: Racism, governance, and the United States (pp. 27-46). Stanford CA: Stanford University Press.
MitraD. L.GrossS. J. (2009). Increasing student voice in high school reform: Building partnerships, improving outcomes. Educational Management Administration & Leadership, 37, 522-543.
33.
MollL. C.AmantiC.NeffD.GonzalezN. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132-141.
ParkerL.StovallD. O. (2004). Actions following words: Critical race theory connects to critical pedagogy. Educational Philosophy and Theory, 36, 167-182.
37.
PollackM. (2008). Everyday anti-racism. London, England: The New Press.
38.
PoseyL. (2012). Middle- and upper-middle-class parent action for urban public schools: Promise or paradox?Teachers College Record, 114, 122-164.
39.
RogersJ.MorrellE.EnyedyN. (2007). Studying the struggle contexts for learning and identity development for urban youth. American Behavioral Scientist, 51, 419-443.
40.
RubinB. C.JonesM. (2007). Student action research: Reaping the benefits for students and school leaders. NASSP Bulletin, 91, 363-378.
SkibaR.PetersonR. (1999). The dark side of zero tolerance: Can punishment lead to safe schools?Phi Delta Kappan, 80, 372-382.
44.
SmythJ. (2006). “When students have power”: Student engagement, student voice, and the possibilities for school reform around “dropping out” of school. International Journal of Leadership in Education, 9, 285-298.
45.
StovallD. (2006). Forging community in race and class: Critical race theory and the quest for social justice in education. Race Ethnicity and Education, 9, 243-259.
46.
SussmanA. (2015). The student voice collaborative: An effort to systematize student participation in school and district improvement. Teachers College Record, 117, 119-134.
47.
TatumB. D. (1997). Why are all the Black kids sitting together in the cafeteria? And other conversations about race. Basic Books. New York: NY.
48.
TheoharisG. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43, 221-258.
49.
TuckE.YangK. W. (Eds.). (2018). Toward what justice? Describing diverse dreams of justice in education. New York: Routledge.
50.
ValenciaR. R. (2002). “Mexican Americans don’t value education!” On the basis of the myth, mythmaking, and debunking. Journal of Latinos and Education, 1, 81-103.
51.
WatsonT. N.Rivera-McCutchenR. L. (2016). #BlackLivesMatter: A call for transformative leadership. Journal of Cases in Educational Leadership, 19(2), 3-11. doi:10.1177/1555458915626759
52.
WernickL. J.WoodfordM. R.KulickA. (2014). LGBTQQ youth using participatory action research and theater to effect change: Moving adult decision-makers to create youth-centered change. Journal of Community Practice, 22, 47-66.
53.
WildersonF. B. (2017). Afro-pessimism: An introduction. Minneapolis, MN: Racked & Dispatched.
54.
YorkA.KirshnerB. (2015). How positioning shapes opportunities for student agency in schools. Teachers College Record, 117, 103-118.
55.
YossoT. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69-91.
