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ERIC Number: EJ1246488
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: ISSN-2381-5183
Transformative Leadership to Confront White Supremacist Discipline Practices during Turnaround School Reform
Bornstein, Joshua
SoJo Journal: Educational Foundations and Social Justice Education, v4 n2 p5-24 2018
This article recounts an autoethnographic study of a White elementary school principal's efforts to confront White supremacy in punitive discipline. This principal applied transformative leadership precepts and antiracist pedagogy to conduct a school turnaround effort. The district had committed to neoliberal reform and neoliberal mandates in response to what they perceived as a crisis situation. Both this principal's school and the district had persistent histories of low student achievement and excessive and racist suspension. Discipline, trauma-informed pedagogy, and restorative practices thereby became the themes of the turnaround. However, the district's dedication to conventional neoliberal curriculum reforms effectively annulled restorative and trauma-informed alternatives. Implications of this study compel transformative leaders to consider strategies for explicitly confronting White supremacist and neoliberal discourses.
IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A