Gaëtane Jean-Marie – författare

This ground-breaking collection features the diverse voices, experiences, and scholarship of cross-cultural women of American Indian, Asian American, Black/African American and Hispanic descent at various levels of academe, actively engaged in the advancement of marginalized groups in the U.S. and abroad through their scholarly work. Intergenerational cross-cultural scholars manifest a literary community that models ways in which women scholars can move beyond traditional institutional, psychological, and professional barriers to practice activism, break unwritten rules, and shatter status quo ‘business as usual’ practices in the academy. This distinctive volume exemplifies the phenomenon of cross-cultural women scholars conducting research and writing about ways in which they negotiate their professional realities toward professional goal attainment. Each chapter presents rigorous ethnographic research complemented by critical analyses, reflecting ways in which these self-determined scholars transcend barriers associated with the dynamic intersections of race, gender, ethnicity, class and language in higher education. Scholars share strategies for institutional, psychological, and professional barrier transcendence through various approaches such as educational leadership for equity, the practice of cross-cultural competence, various mentoring interactions, and the creation of and participation in networking groups with other women of color in academe. Students, academics, educational practitioners and individuals seeking exemplars for ethnographic research will find this critical book essential as a means for better informing their scholarship.

This ground-breaking collection features the diverse voices, experiences, and scholarship of cross-cultural women of American Indian, Asian American, Black/African American and Hispanic descent at various levels of academe, actively engaged in the advancement of marginalized groups in the U.S. and abroad through their scholarly work. Intergenerational cross-cultural scholars manifest a literary community that models ways in which women scholars can move beyond traditional institutional, psychological, and professional barriers to practice activism, break unwritten rules, and shatter status quo ‘business as usual’ practices in the academy. This distinctive volume exemplifies the phenomenon of cross-cultural women scholars conducting research and writing about ways in which they negotiate their professional realities toward professional goal attainment. Each chapter presents rigorous ethnographic research complemented by critical analyses, reflecting ways in which these self-determined scholars transcend barriers associated with the dynamic intersections of race, gender, ethnicity, class and language in higher education. Scholars share strategies for institutional, psychological, and professional barrier transcendence through various approaches such as educational leadership for equity, the practice of cross-cultural competence, various mentoring interactions, and the creation of and participation in networking groups with other women of color in academe. Students, academics, educational practitioners and individuals seeking exemplars for ethnographic research will find this critical book essential as a means for better informing their scholarship.

Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long-term effects of educational policies that have been forced on them.

Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity-building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (Maori, Canada’s First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries.

The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries’ and Indigenous peoples in developed countries’ efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean-Marie, Normore & Brooks, 2009).

The macro-societal events against social injustice that have occurred recently have brought increasing attention to the problems of inequality in society. Specifically, social movements and events such as the Black Lives Matter and Stop Asian Hate, the Supreme Court’s ruling against the legality of employment discrimination against the LGBT population, the COVID-19 pandemic, and the growing diversity of the workforce serve as impetus for more diverse and engaging work contexts. Within the field of education, racial diversity issues such as the paucity of educators of color in the field, workload disparity workload across teacher demographics, the handling of student discipline and employment discrimination have been frequently noted as warranting attention to create more diverse and inclusive workspaces.

The first of two volumes, Leadership in Turbulent Times draws upon cutting edge theories and evidence-based strategies by integrating conceptual and empirical work addressing educational leadership in these unprecedented and turbulent times, with a particular focus on the P-12 education workplace.

Moving theory and practice towards real change, Leadership in Turbulent Times is a timely contribution towards the goal of providing resources for promoting diversity and inclusion to leaders, educators, researchers and policymakers within the field of Education.

The macro-societal events against social injustice that have occurred recently have brought increasing attention to the problems of inequality in society. Specifically, social movements and events such as the Black Lives Matter and Stop Asian Hate, the Supreme Court’s ruling against the legality of employment discrimination against the LGBT population, the COVID-19 pandemic, and the growing diversity of the workforce serve as impetus for more diverse and engaging work contexts. Within the field of education, racial diversity issues such as the paucity of educators of color in the field, workload disparity workload across teacher demographics, the handling of student discipline and employment discrimination have been frequently noted as warranting attention to create more diverse and inclusive workspaces.

The first of two volumes, Leadership in Turbulent Times draws upon cutting edge theories and evidence-based strategies by integrating conceptual and empirical work addressing educational leadership in these unprecedented and turbulent times, with a particular focus on the P-12 education workplace.

Moving theory and practice towards real change, Leadership in Turbulent Times is a timely contribution towards the goal of providing resources for promoting diversity and inclusion to leaders, educators, researchers and policymakers within the field of Education.

Social movements and events such as the Black Lives Matter and Stop Asian Hate, the Supreme Court’s ruling against the legality of employment discrimination against the LGBT population, and the growing diversity of the workforce serve as impetus for more diverse and engaging work contexts. Racial diversity issues such as the paucity of educators of color in the field, workload disparity workload across teacher demographics, the handling of student discipline and employment discrimination need confronting to create more diverse and inclusive workspaces.

The second of two volumes, Leadership in Turbulent Times draws upon cutting edge theories and evidence-based strategies by integrating conceptual and empirical work addressing educational leadership in these unprecedented and turbulent times, with a particular focus on cultivating diversity and inclusion in the higher education workplace.

Moving theory and practice towards real change, Leadership in Turbulent Times is a timely contribution towards the goal of providing resources for promoting diversity and inclusion to leaders, educators, researchers and policymakers within the field of Education.

Social movements and events such as the Black Lives Matter and Stop Asian Hate, the Supreme Court’s ruling against the legality of employment discrimination against the LGBT population, and the growing diversity of the workforce serve as impetus for more diverse and engaging work contexts. Racial diversity issues such as the paucity of educators of color in the field, workload disparity workload across teacher demographics, the handling of student discipline and employment discrimination need confronting to create more diverse and inclusive workspaces.

The second of two volumes, Leadership in Turbulent Times draws upon cutting edge theories and evidence-based strategies by integrating conceptual and empirical work addressing educational leadership in these unprecedented and turbulent times, with a particular focus on cultivating diversity and inclusion in the higher education workplace.

Moving theory and practice towards real change, Leadership in Turbulent Times is a timely contribution towards the goal of providing resources for promoting diversity and inclusion to leaders, educators, researchers and policymakers within the field of Education.