Muhammad Khalifa is the Robert H. Beck Professor of Ideas in Education in the Department of Organizational Leadership, Policy and Development in the College of Education and Human Development at the University of Minnesota. He has worked as a public school teacher and administrator in Detroit. He is most noted for helping districts perform equity audits as a way to address injustice and dehumanization in school, and has helped leaders select appropriate reforms that counter inequitable practices in school (www.ajusted.org). His research examines how urban school leaders enact culturally responsive leadership practices. He is coeditor of three other books: Handbook on Urban Educational Leadership, Becoming Critical: The Emergence of Social Justice Scholars, and The School to Prison Pipeline: The Role of Culture and Discipline in School. He has also published widely, with articles appearing in such journals as Review of Educational Research, Teachers College Record, QSE, Urban Review, EAQ, Journal of Negro Education, and the Journal of School Leadership. Dr. Khalifa has also contributed in Asian and African educational contexts, and most recently was invited to several post-conflict areas to improve education.

"In addition to serving as a catalyst for powerful personal learning and reflection, [this book] also provides an invaluable framework for the ongoing, essential work of embedding culturally responsive leadership practices in our schools." —School Administrator

• Table of Contents Series Foreword by H. Richard Milner IV Foreword by Lisa Delpit Introduction 1. Culturally Responsive School Leadership Historical and Community-Based Epistemologies 2. “If I Have to Have a Police in My School, I Don’t Need to Be Here” The Need for Critical Self-Reflective School Leaders 3. “I Can’t Help Them if They’re Not Here” Promoting Inclusive Spaces for Minoritized Youth 4. “I Don’t Care Who You Say You Are! Can You Learn?!” Identity Confluence and the Humanization of Minoritized Youth Identity 5. Humanizing School Communities of Practice Culturally Responsive Leaders in the Shaping of Curriculum and Instruction 6. Promoting Anti-Oppressive Schooling Through Culturally Responsive School Leadership The Central Role of Community Notes Acknowledgments About the Author Index

Muhammad Khalifa is the Robert H. Beck Professor of Ideas in Education in the Department of Organizational Leadership, Policy and Development in the College of Education and Human Development at the University of Minnesota. He has worked as a public school teacher and administrator in Detroit. He is most noted for helping districts perform equity audits as a way to address injustice and dehumanization in school, and has helped leaders select appropriate reforms that counter inequitable practices in school (www.ajusted.org). His research examines how urban school leaders enact culturally responsive leadership practices. He is coeditor of three other books: Handbook on Urban Educational Leadership, Becoming Critical: The Emergence of Social Justice Scholars, and The School to Prison Pipeline: The Role of Culture and Discipline in School. He has also published widely, with articles appearing in such journals as Review of Educational Research, Teachers College Record, QSE, Urban Review, EAQ, Journal of Negro Education, and the Journal of School Leadership. Dr. Khalifa has also contributed in Asian and African educational contexts, and most recently was invited to several post-conflict areas to improve education.

"In addition to serving as a catalyst for powerful personal learning and reflection, [this book] also provides an invaluable framework for the ongoing, essential work of embedding culturally responsive leadership practices in our schools." —School Administrator

• Table of Contents Series Foreword by H. Richard Milner IV Foreword by Lisa Delpit Introduction 1. Culturally Responsive School Leadership Historical and Community-Based Epistemologies 2. “If I Have to Have a Police in My School, I Don’t Need to Be Here” The Need for Critical Self-Reflective School Leaders 3. “I Can’t Help Them if They’re Not Here” Promoting Inclusive Spaces for Minoritized Youth 4. “I Don’t Care Who You Say You Are! Can You Learn?!” Identity Confluence and the Humanization of Minoritized Youth Identity 5. Humanizing School Communities of Practice Culturally Responsive Leaders in the Shaping of Curriculum and Instruction 6. Promoting Anti-Oppressive Schooling Through Culturally Responsive School Leadership The Central Role of Community Notes Acknowledgments About the Author Index

Muhammad Khalifa is the Robert H. Beck Professor of Ideas in Education in the Department of Organizational Leadership, Policy and Development in the College of Education and Human Development at the University of Minnesota. He has worked as a public school teacher and administrator in Detroit. He is most noted for helping districts perform equity audits as a way to address injustice and dehumanization in school, and has helped leaders select appropriate reforms that counter inequitable practices in school (www.ajusted.org). His research examines how urban school leaders enact culturally responsive leadership practices. He is coeditor of three other books: Handbook on Urban Educational Leadership, Becoming Critical: The Emergence of Social Justice Scholars, and The School to Prison Pipeline: The Role of Culture and Discipline in School. He has also published widely, with articles appearing in such journals as Review of Educational Research, Teachers College Record, QSE, Urban Review, EAQ, Journal of Negro Education, and the Journal of School Leadership. Dr. Khalifa has also contributed in Asian and African educational contexts, and most recently was invited to several post-conflict areas to improve education.

"In addition to serving as a catalyst for powerful personal learning and reflection, [this book] also provides an invaluable framework for the ongoing, essential work of embedding culturally responsive leadership practices in our schools." —School Administrator

• Table of Contents Series Foreword by H. Richard Milner IV Foreword by Lisa Delpit Introduction 1. Culturally Responsive School Leadership Historical and Community-Based Epistemologies 2. “If I Have to Have a Police in My School, I Don’t Need to Be Here” The Need for Critical Self-Reflective School Leaders 3. “I Can’t Help Them if They’re Not Here” Promoting Inclusive Spaces for Minoritized Youth 4. “I Don’t Care Who You Say You Are! Can You Learn?!” Identity Confluence and the Humanization of Minoritized Youth Identity 5. Humanizing School Communities of Practice Culturally Responsive Leaders in the Shaping of Curriculum and Instruction 6. Promoting Anti-Oppressive Schooling Through Culturally Responsive School Leadership The Central Role of Community Notes Acknowledgments About the Author Index