What is it about?
A discussion about the role of including students' and parents' voices into educational decision making. Main argument: Culturally responsive school leadership is better enacted when administrators engage in democratic and community voice practices to understand the values, knowledge(s) and goals of the specific community they are working with. To do so requires some technical and interpretive inquiry and leadership skills. This case study engages in explicating those technical and interpretive skills.
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Why is it important?
This article aims to push the scholarship on culturally responsive school leadership into more embodied practices.
Perspectives
While this study is focused on Peru, I see this work as helpful for any administrator who works with communities that have been historically marginalized. The overall argument is for a processed-based and democratic decision-making process, which allows this approach to be trans-contextual, as the processes highlighted in the article grounds decisions in the cultures and realities of each community.
Joseph Levitan
McGill University
Read the Original
This page is a summary of: Incorporating Participant Voice in Culturally Responsive Leadership: A Case Study, Leadership and Policy in Schools, March 2019, Taylor & Francis,
DOI: 10.1080/15700763.2019.1585546.
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