CLEARvoz Journal (Center for Leadership, Equity and Research)
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Introduction To The Special Edition On Latina/o/x Prek-12 Education
Full text linkListening to Latina/o/x Voices: Maximizing Opportunities and Minimizing Obstacles in Distinct Educational Context
Book Review
Full text linkSolórzano, D.G. & Pérez Huber, L. (2020). Racial Microaggressions: Using Critical Race Theory to Respond to Everyday Racism. Teachers College Press
Wise-compassionate Framework: A Leadership Guide To Educational Equity
Full text linkA Wise-Compassionate Framework (WCF) was designed to offer educational leaders a recognizable and comprehensive approach that captures critical race theory as a guide to the academic, social-emotional, health, cultural, and behavioral needs of all students. The WCF complements and builds upon Multi-Tiered Systems of Support (MTSS) and the Whole School, Whole Community (WSCC) model by infusing compassionate research and social-psychological approaches called wise interventions. The design of the WCF was developed during the onset of the COVID-19 pandemic. The WCF is an educational model that seeks to increase systemic compassion through wise interventions and best practices, both in person and in online settings. Trauma-informed practices, social justice responsibility, and evidence-based research are embodied throughout the tiers of the WCF. This article provides an overview of how the WCF can be utilized in an educational environment. A compassionate approach anchored in evidence-based research can support schools to heal through the COVID-19 pandemic and realize the racial tension amplified by the murder of George Floyd by the police
Embracing Asset-based School Leadership Dispositions In Advancing True Equity And Academic Achievement For Students Living In Poverty
Full text linkThe dispositions of school leaders play an integral role in dismantling inequities that hinder the academic achievement of students, particularly students living in poverty. Recent studies bring to light the importance of an asset-based understanding of what children bring to the classroom and how to draw on these assets in creating opportunities for student success. A paradigm shift is taking place whereby school leaders must lead with equity as a foundational thought when assisting teachers in recognizing, valuing, and honoring the assets that students bring to the classroom. This paper attempts to discuss critical issues pertaining to educational equity by using related literature on the topics of poverty and transformative leadership as well as data collected from 15 participants consisting of administrators, teachers, parents, community members, and students who were interviewed in the study employing qualitative narrative inquiry. Additionally, it makes recommendations relative to the dispositions school leaders must employ, embrace, foster, and practice in addressing the social, cultural, and emotional needs of students to elicit and enhance effective engagement in school
Book Review
Full text linkPar EntreMundos: A Pedagogy of the AméricasEd. Jennifer Ayala, Julio Cammarota, Margarita I. Berta- Ávila, Melissa Rivera, Louie F. Rodríguez, and María Elena Torre. Peter Lang PublishingPublished: 2018Pages: 259Price: $131.20 (Hardback
Book Review
Full text linkLatina Teachers: Creating Careers and Guarding CultureGlenda M. FloresNew York University PressPages: 240Published: 2017Price: $29.00 (Paperback) Citation: Flores, G. M. (2017). Latina teachers: Creating careers and guarding culture. New York University Pres
Is Structural Change “Practical”? Latino Boys & Imagining Otherwise
Full text linkMost policy discussions around Latino boys aim to foster academic success without fully considering the way unequal outcomes are by design. The zero-sum nature of US education warrants a critical analysis and fundamental reimagining. I employ the lenses of critical social theory and critical discourse studies for a three-fold purpose: (1) examine the (im)possibilities of academic success, (2) examine how discourses of practicality are weaponized against efforts to enact structural change, and (3) engage the concept, imagining otherwise, in the field of education. Special attention is given to contemporary educational and political events to highlight the importance of going beyond “practicality,” abolishing all processes that generate unequal outcomes, and reimagining the forthcoming world of education. I call for a serious interrogation of educational structures, delving into a more critical and imaginative realm
School Counselors and Special Education Teachers Involvement in Leadership Activities at their School Sites
Full text linkEffective leadership comes from different educators on school campuses, including school counselors (SCs) and special education (SE) teachers. Recent studies showed how important and effective school counselor and special education teacher leaders can be at school sites. Having a shared or collaborative leadership model supports diversity and equity in schools. To better support the collaborative nature of school leadership, this project focused on: What levels of leadership do special education teachers and school counselors exert at their school sites? This study explored both the effectiveness and importance of special education teachers and school counselor leaders through a literature review and qualitative semi-structured survey. The participants surveyed were currently working in K-12 schools as counselors, special education teachers, and principals. Findings showed how school counselors and special education teacher leaders work with principals to help increase the culture of success at schools
Examining Culturally Relevant Leadership Best Practices in Different Educational Environments
Full text linkThough culturally relevant educational leadership has been practiced for more than 20 years, marginalized students from culturally diverse communities continue to be underserved. Additionally, other educational programs outside of traditional K-12 school environments are far less likely to have educational administrators who have any experience or training in culturally relevant leadership, begging the question, “Do we really understand what effective culturally relevant leadership best practices are, and if so, how can we improve them in all educational settings, and not just K-12 education?” This research project focuses on answering the following questions: 1.) What best practices are utilized by culturally relevant educational administrators?; 2.) What best practices are utilized by culturally relevant educational administrators who come from different cultural or racial backgrounds?; and 3.) What best practices are utilized by culturally relevant administrators from different types of educational institutions or environments? A qualitative multiple-case study design was utilized to explore the best practices of four randomly selected educational administrators in California, from different cultural backgrounds and from different school environments, with considerable experience and success in teaching and educational administration. Results from the study indicate that despite some differences in their approaches and their respective educational programs, there were common factors that were instrumental in the record of success experienced by these research participants. Key among these factors were (I.) Positive Relationships with the local community; (II.) Principal or Administrative Mentoring Programs; and (III.) Shared Decision Making. These, and other factors were vital for professional development, improved student academic performance, retention, and engagement, especially for marginalized populations in culturally diverse schools
Book Review
Full text linkCultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy.Gholdy MuhammadPublisher: Scholastic Teaching Resources Published: January 2020Pages: 176ISBN: 978-1338594898 Price: $35.9