Current research on gender and educational leadership focuses exclusively on women, making men the invisible gender. Critical Black feminist scholars have pushed work on women and educational leadership further by bringing intersectional identity into the discourse, but the research still describes women as monolithic. New critical work in…

Keenly aware of the historical omission, absence, and underrepresentation of African American women's leadership experiences, perspectives, and narratives in the educational leadership discourse, 3 pretenured African American women scholar-practitioners employ the combined qualitative methods of critical autoethnography and collaborative…

Schooling is a subsidiary of reform, which is an institution. Reform commodifies people, making them resources to social ends. As an institution, reform's dual and interrelated mission is self-perpetuation and consolidation of the status quo. A corollary is that damages of reform are greater on marginalized populations than on privileged ones. As…

Despite the fact that the concept of transformative leadership has garnered wider attention in recent years, its definition and application have remained elusive for many school leaders. For instance, one of the authors was invited to speak at a regional leadership conference with more than 800 school administrators in attendance. During the…

The paper provides a review of science, technology, engineering, and mathematics (STEM) education policy research completed thus far and continues by calling for STEM analysis that understands policy processes as governance rather than government. Instead of a fixed and easily locatable governmental structure by which one can analyze the nature of…

Qualitative research about poverty has the unique potential to inform educational practitioners who work with poor youth and their families. According to Van Maanen's (2011) classification of different audiences that engage with ethnography, however, most educators are "general readers" unfamiliar with such inquiry. To consider the…

This article explicates the interconnectivity of intercultural and multicultural education theory and practice through a new conceptual model (i.e., micro/macroaggression ecological conceptual model) focusing on the intersections of dominant norms and values, macro/microaggressions, social justice pedagogies, and sensemaking. We describe the…

The central aim of this article is to explore the intersecting voices and experiences of 4 educational leadership doctoral students in a social justice program at a Hispanic serving institution in the Southwest. The 4 doctoral students engaged in conversations regarding their lived experiences and about the relationship between social justice and…

This article introduces the main tenets of an ecocritical framework in social and cultural foundations of education; specifically, it explores how scholar-activist, EcoJustice educators work to actively deconstruct and reconstitute basic, foundational cultural assumptions that currently frame education within the United States. The article asserts…