This article looks at high stakes standardized tests through the lens of critical race theory (CRT) tenet three (Capper, 2019), counter-storytelling and majoritarian narratives, and explores approaches to assessment that are culturally relevant and affirming. We discuss existing literature and research focused on the impact of high stakes testing, especially on marginalized communities, while also highlighting practices that honor the lived experiences and stories of these communities. We utilize a phenomenological methodology as we interview educators in a variety of positions within the same public school district in Texas in order to identify themes and trends in their perceptions of, and relationships to, high stakes standardized testing. The following three themes were identified: (a)majoritarian narratives, (b) perception of the assessment, and (c) change over time. We also identified examples and recommendations for culturally responsive and culturally affirming assessment practices and include specific examples and future implications and recommendations.
The aim of the present article was to systematically review international evidence about Islamic-based (a new term we suggest) educational leadership models published in peer-reviewed journals between 1990 and 2021. We conducted a systematic review of the literature by following the steps identified by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). These steps were data source identification, search, data collection, eligibility criteria selection, data selection, and data analysis. They were aimed at enabling us to answer the following research inquiries: (1) What are the existing developments in research on Islamic-based educational leadership and policy? and (2) What are the main themes presented in these studies? Here, the results are presented first in a macro-outlook elucidating the main trends of this research (topical areas, geographical areas, approaches, and methods). The main themes that emerge from the analysis are: (a) policy, reforms, and stakeholders; second, educational leadership models and styles; and third, gender, feminism, and social justice. We share theoretical and methodological conclusions and outlines of some possible future research directions to contribute to inter-faith, equity, and diversity.
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