International Journal of Multicultural Education
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Fostering Movements or Silencing Voices: Learning from Egypt and South Africa, Leading Against Racism
No full textIn this paper, we examine the role of educational leadership in promoting and/or challenging racism as an intentional outcome of schooling. We focus on Egypt and South Africa, two countries uniquely framed as both deeply divided (by race, religion, and/or class) and as models of resistance and conscious activism. We draw upon experiences working as, or with, school principals in South Africa and Egypt to reveal how the context of education is negatively shaped by schooling practices that foster race and class-based inequalities. Using personal narratives of school principals, we situate educational leadership as core to understanding how Western educational reforms are structured, conceived and enacted within Egyptian and South African contexts. This analysis sheds light on how educational inequalities are reinforced and justified by contexts of educational leadership and how efforts to resist are institutionally silenced
Challenging the Dominant Narrative: Critical Bilingual Leadership (Liderazgo) for Emergent Bilingual Latin@ Students
No full textThe growing “Latinization” of the United States is drastically changing the demographics of the students served in PK-12 public schools (Irizarry, 2011). To understand how educational leaders can best serve this changing student demographic, we use Critical Bilingual Leadership, i.e. Liderazgo, to interrogate institutional and structural racism through the use of the testimonios of members of a school community that aim to create a culturally and linguistically responsive school. We found that liderazgo was operationalized across the following themes: dual language programming as the foundation for equity; drawing on experiential knowledge as a strength; fostering relationships through transcaring; and instructional bilingual leadership.  
Black Educational Activism for Community Empowerment: International Leadership Perspectives
No full textThis article discusses themes emerging from studies of Black educational activism conducted in London, Toronto, and Detroit. A critical meta-analysis reveals that Black educational activists resist racism and other forms of oppression; act as border crossers and/or boundary spanners as they navigate complex community-based, institutional, and political terrains; serve as change agents from the grassroots to institutional level; and, develop and enact distinct types of social capital to yield community versus individual uplift. The authors conclude that activists should be valued as leaders and strategically engaged in K-12 public school systems to combat racism and build effective school-community alliances
Book Review: In the Front Door: Creating a College-going Culture of Learning (pp. 71-72)
No full textBook Review: Black School, White School: Racism and Educational (Mis)Leadership (pp. 73-76)
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Innovative Education for Diverse Students in a Changing Era: One U.S. Urban School’s Alternative Teaching and Learning (pp. 36-55)
No full textThis critical ethnographic case study describes and interprets how an urban K-8 charter school in the United States with a large number of students of color from low-income communities offers education that recognizes students’ minority status in the broader society and envisions students as agents working toward a just society. The analyses show that the school’s progressive teaching of diversity has a positive impact on minority students’ identification with their heritages and their academic achievements. This study advances a critical understanding of creating equitable education at the school level.