Anti-Racist Educational Leadership and Policy helps educational leaders better comprehend the racial implications and challenges of the current educational policy landscape. Each chapter unpacks a policy issue such as school choice, school closures, standardized testing, discipline, and school funding, and analyzes it through the racialized and market-driven lenses of the current leadership context. Full of real examples, this book equips aspiring school leaders with the skills to question how a policy addresses or fails to address racism, action-oriented strategies to develop anti-racist solutions, and the tools to encourage their school community to promote racial equity. This important book demystifies a complex policy context and prepares current and future teacher leaders, principals, and superintendents to lead their schools towards more equitable practice.

While racism continues to be a persistent and pervasive issue in our schools nationwide, the professionals charged with creating safe and nurturing educational environments have few resources available to address racism directly. Racialized Schools is on the leading edge of books that do just that and includes the latest research and praxis to help school personnel confront racism in a professional manner.

Interrupting Racism provides school counselors with a brief overview of racial equity in schools and practical ideas that a school-level practitioner can put into action. The book walks readers through the current state of achievement gap and racial equity in schools and looks at issues around intention, action, white privilege, and implicit bias. Later chapters include interrupting racism case studies and stories from school counselors about incorporating stakeholders into the work of racial equity. Lessons and action plans promote staff-reflection and student-reflection, and encourage school counselors to drive systemic change for students through advocacy, collaboration, and leadership.

Discussions of achievement gaps are commonplace in education reform, but they are rarely interrogated as a symptom of white supremacy. As an act of disruption, award- winning scholar Vajra Watson pierces through the rhetoric and provides a provocative analysis of the ways schools can become more racially inclusive. As a formidable case study, this research scrutinizes how to reconfigure organizational ecosystems as spaces that humanize, heal, and harmonize. Emerging from her scholarship is a bold, timely, and hopeful vision that paves the way for transformative schooling.

Focused on preparing educators to teach African American students, this straightforward and teacher-friendly text features a careful balance of published scholarship, a framework for culturally relevant and critical pedagogy, research-based case studies of model teachers, and tested culturally relevant practical strategies and actionable steps teachers can adopt. Its premise is that teachers who understand Black culture as an asset rather than a liability and utilize teaching techniques that have been shown to work can and do have specific positive impacts on the educational experiences of African American children.

This book offers a unique collection of case studies that capture the responses of mental health professionals to tragedies in schools and are designed to connect key concepts and skills with real life application. By citing evidence-based theories and interventions with real world accounts, this volume aims to highlight multi-disciplinary nature of school crisis response while emphasizing the need for effective coordination and collaboration. It provides a powerful professional development resource for school crisis teams, psychologists, counselors, social workers, nurses, resource officers, administrators and teachers, and training university students, who will face similar situations.

School Counseling in the 21st Century brings the theoretical aspects of school counseling to life. Each chapter reflects on how the national model for school counseling, standards of practice, multicultural skills, and ethical guidelines are the foundation of building comprehensive programs. School Counseling in the 21st Century comprehensively addresses the 2016 CACREP Standards: the beginning of each chapter outlines which core and school counseling standards are addressed, and chapters support CACREP’s requirement for material on multicultural counseling, ultimately enhancing readers’ knowledge and effectiveness in working with diverse populations.

Social Justice and Advocacy in Counseling provides a thorough and up to date grounding in social justice and advocacy for counseling students and faculty. This book will help counselor educators increase student awareness, knowledge, and skills. For students, the practical activities bring the concept of social justice alive in important ways and will continue to be a handy reference as they develop their careers and promote access and equity. 　

Renowned speaker and author Jamila Lyiscott provides ideas and tools that teachers, school leaders, and professors can use to have productive dialogues about racial injustice and inequality. Part I of the book helps you ask the hard questions, such as whether your pedagogy is more aligned with colonialism than you realize, and whether you are really giving students of color of voice. Part II offers a variety of helpful strategies for analysis and reflection. Each chapter includes personal stories, frank discussions of the barriers you may face, and practical ideas that will guide you as you work to confront privilege in your classroom, campus, and beyond.　

Written to help early years practitioners tackle fundamental issues of diversity in their settings, this unique book shows them how to encourage children to form and maintain relationships with peers by accepting and understanding difference. Offering a clear and accessible framework, Smidt examines what racism is and why it is so destructive; she discusses young children’s cognitive development and ability to understand complex issues like right and wrong; just or unjust, and helps practitioners to understand what is acceptable and what is not. She also shows how to create an anti-racist curriculum and culture through inclusion, multiculturalism, literature, art and drama.

Cultivating Racial and Linguistic Diversity in Literacy Teacher Education examines how English and literacy teacher education—a space dominated by White, English-monolingual, middle class perspectives—shapes the experiences of preservice teachers of color and their construction of a teacher identity. Significant and timely, this book focuses attention on the unique needs and perspectives of racially and linguistically diverse preservice teachers in the field of literacy and English education and offers ways to improve teacher training to better meet the needs of preservice teachers from all racial, ethnic, and linguistic backgrounds. These changes have the potential to diversify the teacher force and cultivate teachers who bring rich racial, cultural, and linguistic histories to the field of teaching.

This exciting book helps educators translate the concept of equity into the context of pedagogy in the K-12 classroom. Providing a practice-oriented framework for understanding what equity entails for both teachers and learners, this book clarifies the theoretical context for equity and shares rich teaching strategies across a range of content areas and age groups. Unpacking six themes to understand Culturally Responsive Education (CRE), this powerful book helps teachers incorporate equity into behaviors, environments, and meaningful learning opportunities. Culturally Responsive Education in the Classroom provides specific, practice-based examples to help readers develop a culturally responsive pedagogical mindset for closing equity gaps in student achievement.

Advocating the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students, this revised second edition links research with practice, offering lesson templates that teachers can use with ethnically and culturally diverse students. With new chapters on current and cutting-edge topics, Jacqueline Leonard builds on sociocultural theory and research on culture and mathematics cognition to better understand minority students’ goals and learning needs. Including new discussion questions and examples of culture in the mathematics classroom, this book employs pedagogical research to field-test instructional methods for culturally diverse and female students.

This text by leading teacher educator Etta Hollins presents a powerful framework for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers examining culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds.

Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Anti-racist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.　

Social Goals in the Classroom is the first volume to comprehensively examine the variety of students’ non-academic goals and motivations within the classroom. Each expertly written chapter defines and investigates a particular aspect of students’ social objectives before addressing related findings on academic performance, interpersonal outcomes, and directions for future research. Presented in three succinct and comprehensive parts, this book reviews, expands upon, and theoretically synthesizes current research on the many different social goals to offer readers a thorough understanding of non-academic desires and their consequences on learners’ educational experiences.

Storytelling for Social Justice explores the connections between how the way we talk about race and racism affects the actions we imagine and are willing to take to address racial injustice. Through accessible language and candid discussions, it explores ways to make sense of the racial constructions expressed through the pervasive language and images we encounter everyday and strategies for developing a more critical understanding of how racism operates culturally and institutionally in our society.This new edition incudes case studies and portraits to highlight the variety of ways a storytelling model can be infused into curriculum.

Fully updated with the significant changes in legislation relating to inclusive practice, this 3rd edition encourages the practice of inclusion with discussions and guidance on how to build an inclusive environment. Encouraging debate and reflection when relating to the teaching of children from a diverse range of background, it provides support to teachers who work with children with English as an additional language; gifted children; children with autism or physical and sensory disabilities; children who have been bereaved; children with lesbian, bi or gay parents and children in care. This book is integral to all those who are looking to achieve inclusive practice in their classroom.

A comprehensive theory-to-practice guidebook, Supporting Literacies for Children of Color argues for a new strength-based view of teaching to support the literacy talents and abilities of preschool-aged children of Color. By integrating parent and teacher literacy perspectives, as well as calling on the author’s own decades of teaching, this book offers practical tools and strategies for culturally responsive pedagogy and demonstrates effective methods for using oral language and multilingualism to celebrate and deepen the literacy capabilities of children of Color.

For twenty years, Teaching for Diversity and Social Justice has been the definitive sourcebook of theoretical foundations, pedagogical and design frameworks, and curricular models for social justice teaching practice. Thoroughly revised and updated, this third edition continues in the tradition of its predecessors to cover the most relevant issues and controversies in social justice education in a practical, hands-on format. Filled with ready-to-apply activities and discussion questions, this book provides teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms.

For preservice candidates and novice teachers feeling underprepared to teach in urban schools, this book offers a framework for conceptualizing, planning, and engaging in powerful teaching. Veteran teacher educator Etta Hollins builds on previous work to focus on restorative practices that emphasize the purpose and process of teaching. These practices are designed to improve academic performance, transform social contexts, and improve the quality of life in the local community. Focus questions and a dedicated Application to Practice section in each chapter further guide learning and help make real-word connections.

This book is a vital resource for any teacher or administrator to help students tackle issues of race, class, gender, religion, and cultural background. The authors offer a series of teaching strategies designed to encourage conversation and personal reflection. Using the Transformational Inquiry model, your students will learn to explore their own identities, share thoughts with their peers, learn more through reading and research, and ultimately take personal, collaborative action to affect social change in their communities. The strategies in this book can be adapted for any middle school or high school curriculum, and each chapter includes a variety of lesson plans and handouts.