Stuck improving : racial equity and school leadership / Decoteau J. Irby.
Material type: TextSeries: Race and education seriesPublisher: Cambridge, Massachusetts : Harvard Education Press, [2021]Copyright date: ©2021Description: ix, 251 pages : illustrations ; 23 cmContent type:- text
- unmediated
- volume
- 9781682536575
- 1682536572
- Racial equity and school leadership
- 379.260973 23
- LC213.2 .I73 2021
Item type | Current library | Call number | Status | Date due | Barcode | |
---|---|---|---|---|---|---|
Book | North Campus North Campus Main Collection | 379.260973 IRB (Browse shelf(Opens below)) | Available | A537739B |
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379.260973 CAL Still failing : the continuing paradox of school desegregation / | 379.260973 DIV Diversity challenged : evidence on the impact of affirmative action / | 379.260973 HAN Education / | 379.260973 IRB Stuck improving : racial equity and school leadership / | 379.260973 MAZ Teaching diverse learners : principles for best practice / | 379.260973 SMI Striving for equity : district leadership for narrowing opportunity and achievement gaps / | 379.26097463 EAT The children in room E4 : American education on trial / |
Includes bibliographical references (pages 235-239) and index.
1. Black and Brown People's Influential Presence -- 2. Curated White Racial Discomfort -- 3. Courageously Confrontational School Culture -- 4. Collective Awareness of Racial Emotions and Beliefs -- 5. Race-Conscious Inquiry Cycles (Leadership) -- 6. Stuck Improving -- Knowing That Racism (White Supremacy) Is at Work.
An incisive case study of changemaking in action, Stuck Improving analyzes the complex process of racial equity reform within K-12 schools. Scholar Decoteau J. Irby emphasizes that racial equity is dynamic, shifting both as our emerging racial consciousness evolves and as racism asserts itself anew. Those who accept the challenge of reform find themselves "stuck improving," caught in a perpetual dilemma of both making progress and finding ever more progress to be made. Rather than dismissing stuckness as failure, Irby embraces it as an inextricable part of the improvement process. Stuck Improving offers a clear-eyed accounting of school-improvement practices, including data-driven instructional approaches, teacher cultural competency, and inquiry-based leadership strategies. This timely work contributes both to the practical efforts of equity-minded school leaders and to a deeper understanding of what the work of racial equity improvement truly entails.
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