打印

作者

来源

URBAN EDUCATION,Vol.54,Issue2,P.182-210

语言

英文

关键字

racial projects; race-neutral; adaptive and informal leadership; urban education; CRITICAL RACE THEORY; EDUCATIONAL-LEADERSHIP; RECIPROCITY; PERSPECTIVES; TEACHERS; DECISION

作者单位

[Prier, Darius D.] Duquesne Univ, Sch Educ, Dept Educ Fdn & Leadership, Pittsburgh, PA 15219 USA. Prier, DD (reprint author), Duquesne Univ, 600 Forbes Ave, Pittsburgh, PA 15282 USA. E-Mail: prierd@duq.edu

摘要

An African American community and an all-White school board struggled along racial lines over re-naming an elementary school. In opposition to the name change, the school district enforced its school naming policy via a race-neutral approach in practice. The study chronicles an African American community's successful political actions in challenging its local school board to rename the elementary school Rosa Parks. These actions facilitate pedagogical conditions that augment the cultural identity of the school, bolster community involvement, and improve academic achievement. Implications suggest school leaders should account for diverse contexts where schools are situated when making policy decisions.