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ERIC Number: EJ1073420
Record Type: Journal
Publication Date: 2015
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0951-8398
Courageous Conversations about Race, Class, and Gender: Voices and Lessons from the Field
Mansfield, Katherine Cumings; Jean-Marie, Gaëtane
International Journal of Qualitative Studies in Education (QSE), v28 n7 p819-841 2015
The purpose of this paper is to present a qualitative secondary analysis of two empirical studies that focused on the leadership practices of female practitioners at the secondary level engaging in discourse and practices to disrupt educational inequities. The guiding research question is, "How do school leaders engage in courageous conversations to: (1) transform beliefs and practices concerning educational inequities, and; (2) engender equity to enhance learning for all students?" Building on Singleton and Linton's (2006) framework on courageous conversations, this study examines how some school leaders break the silence and interrogate educational inequities to improve schools. Findings explicate how conversations amongst practitioners can be the impetus for transformative actions, which in turn, lead to the educational achievement of all students. The voices of participants are magnified and lessons from the field are forwarded.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A