Reframing community (dis)engagement: the discursive connection between undemocratic policy enactment, minoritized communities and resistance

The Deep Roots of Inequity: Coloniality, Racial Capitalism, Educational Leadership, and Reform

“…Thus, as much as the Civil Rights Act served to erect a dam against Jim Crow policies, it also opened the floodgates for new racist ideas to pour in, including the most racist idea to date: it was an idea that ignored the white head start, presumed that discrimination had been eliminated, presumed that equal opportunity had taken over, and figured that since Blacks were still losing the race, the racial disparities and their continued losses must be their fault. (Kendi, 2017, p. 385) Researchers demonstrate that much of the inequities and achievement disparities faced by BIPOC students evolve around gaps in providing equity in opportunities for teachers, administrators, and curriculum aligned with BIPOC and their epistemologies, which are rooted in BIPOC cultural and lived experiences (Bass, 2019;Galloway & Ishimaru, 2015;Green, 2017;Irby, 2018;Khalifa, 2018;Rivera-McCutchen, 2021;Rodela & Rodriguez-Mojica, 2019;Sampson, 2018;Wright & Kim, 2020). Scholars have highlighted the resilience and perseverance of Black school leaders during the era of segregated schools, especially Black principals who created caring environments where children thrived (Anderson, 1988;Bass, 2019;Walker, 1996Walker, , 2009.…”

“…Researchers demonstrate that much of the inequities and achievement disparities faced by BIPOC students evolve around gaps in providing equity in opportunities for teachers, administrators, and curriculum aligned with BIPOC and their epistemologies, which are rooted in BIPOC cultural and lived experiences (Bass, 2019; Galloway & Ishimaru, 2015; Green, 2017; Irby, 2018; Khalifa, 2018; Rivera-McCutchen, 2021; Rodela & Rodriguez-Mojica, 2019; Sampson, 2018; Wright & Kim, 2020). Scholars have highlighted the resilience and perseverance of Black school leaders during the era of segregated schools, especially Black principals who created caring environments where children thrived (Anderson, 1988; Bass, 2019; Walker, 1996, 2009).…”

“…Despite the monumental efforts of reform and systemic change, the educational outcomes of BIPOC students in the United States continue to worsen, while contentious parental and community relationships exacerbate (Ishimaru, 2013; Khalifa, 2018; Mackey, 2017; Morel, 2018; Trujillo et al, 2014; Wright et al, 2018; Wright & Kim, 2020).…”

Equity-Centered Design Thinking in STEM Instructional Leadership

“…Therefore, when defining problems of practice, the onus is placed on school leaders to identify and elicit the ideological and epistemological framings that stakeholders may have. Furthermore, leaders may continue to draw attention to how stakeholders’ power and biases relate to how they engage with or avoid specific tasks, actions, or outcomes (Wright & Kim, 2020).…”

Community-Centered School Leadership: Radical Care andAperturasDuring COVID-19

“…It has been well established that school leadership is vital in the development of strong school-family engagement, particularly in the context of supporting students in culturally and linguistically diverse (CLD) schools and communities. However, there is still much to learn about the intersection between family engagement and school leadership from an equity standpoint (Alvarez Gutiérrez, 2017; Auerbach, 2009; Wright & Kim, 2022). In addition to the significance of relationships between home and school on students’ growth, the literature has highlighted the importance of developing collaborative and authentic relationships with families as one of the core aspects of successful leadership to advance equity (Ishimaru & Galloway, 2020; Leithwood et al, 2019).…”