ERIC Number: EJ1213717
Record Type: Journal
Publication Date: 2019-Jun
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1555-4589
EISSN: N/A
Working for Racial Equity at the Margins: Teacher-Leaders Facilitate a Book Study on Race in a Predominantly White Suburban High School
Lac, Van; Diamond, John
Journal of Cases in Educational Leadership, v22 n2 p54-67 Jun 2019
This case examines a book study focused on racial equity work at Oak Meadows--a suburban high school with shifting student racial demographics. Two teacher-leaders organize a yearlong book study, initially with the tacit support of school administrators. Book study participants approached their work with great enthusiasm. As the content of the book study shifted to heavier topics such as racialized tracking, teacher colleagues started to withdraw their support, question teacher-leaders' intentions, and undermine their work. This case explores how teacher-leaders work at the margins for social justice with a school leader who lacks the necessary subjectivities and skill sets to adequately address these issues of racial equity at Oak Meadows.
Descriptors: Teacher Leadership, Suburban Schools, High School Students, Equal Education, Race, Teacher Administrator Relationship, Social Justice, High School Teachers, Books, Track System (Education), Peer Relationship, Intention, Whites, Institutional Characteristics, Faculty Development, Case Studies, Racial Differences, Attendance, Principals, Teacher Attitudes, African American Students, Minority Group Students, Educational Practices
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A