George Theoharis – författare

Using the experiences and words of seven public school principals who came to the field of administration committed to advancing social justice in their schools, this book presents a framework and 7 'keys' to social justice leadership (SJL). Although facing tremendous barriers, these leaders were ultimately successful in making their schools more equitable and just. They also made important strides toward closing the achievement gap through the use of humane and equitable practices.

School leaders who succeed at creating a high-achieving learning community must also be committed to creating an equitable environment for all students. In this new book, key scholars across the content areas show how to put into practice a commitment to equity and excellence across the Pre-K–12 spectrum. Readers learn directly from experts in each of the content domains (literacy, mathematics, science, social studies, music, early childhood, special education, English language learners, world languages, and physical education) how a commitment to social justice and equity can be grounded in core subject areas, why each has a place in the school, and what they need to know and do in each subject area. This book is a critical instructional leadership resource for new and veteran principals who want to see all students succeed. Contributors: Antonio J. Castro, Julie Causton-Theoharis, Virginia Collier, Katherine Delaney, Catherine Ennis, Virginia Goatley, Beth Graue, Rochelle Gutiérrez, Kathleen A. Hinchman, Anne Karabon, Christi Kasa, Dave McAlpine, Mitchell Robinson, Victor Sampson, Sherry A. Southerland, and Wayne Thomas

This is the updated edition of the bestselling seminal book on school leadership, equity, and social justice. Drawing on the experiences and words of successful public-school principals, Theoharis shows why social justice leadership is needed and how it can be effective in creating more equitable schools. Although they faced tremendous barriers, the principals featured in this book made important strides toward closing the outcome and opportunity gaps in their schools by using inclusive, equitable practices. Featuring a mix of theory and practical strategies, this edition has been updated with new examples and frameworks relevant to today's leaders. Responding to the current context of national resistance to issues of diversity, equity, and inclusion, this timely book portrays how real school leaders seek, create, and sustain equitable schools, especially for marginalized students.The School Leaders Our Children Deserve identifies seven keys that are crucial for social justice leadership: Key 1: Acquire Broad, Reconceptualized Consciousness/Knowledge/Skill BaseKey 2: Possess Core Leadership TraitsKey 3: Advance Inclusion, Access, and Opportunity for AllKey 4: Improve the Core Learning Context--Both the Teaching and the CurriculumKey 5: Create a Climate of Belonging Key 6: Increase Student LearningKey 7: Sustain Oneself Professionally and PersonallyBook Features:Grounds the lofty ideals of equity and social justice in the daily work of school leadership. Provides rich and abundant examples, ideas, and strategies for how to be a school leader committed to issues of diversity, equity, inclusion, and belonging.Includes a new focus on culturally sustaining leadership and how disability studies inform practice.Offers an examination of how leaders conduct equity audits to improve outcomes for minoritized students.Shows how leaders navigate challenges to diversity, equity, and inclusion initiatives in their communities.

This is the updated edition of the bestselling seminal book on school leadership, equity, and social justice. Drawing on the experiences and words of successful public-school principals, Theoharis shows why social justice leadership is needed and how it can be effective in creating more equitable schools. Although they faced tremendous barriers, the principals featured in this book made important strides toward closing the outcome and opportunity gaps in their schools by using inclusive, equitable practices. Featuring a mix of theory and practical strategies, this edition has been updated with new examples and frameworks relevant to today's leaders. Responding to the current context of national resistance to issues of diversity, equity, and inclusion, this timely book portrays how real school leaders seek, create, and sustain equitable schools, especially for marginalized students.The School Leaders Our Children Deserve identifies seven keys that are crucial for social justice leadership: Key 1: Acquire Broad, Reconceptualized Consciousness/Knowledge/Skill BaseKey 2: Possess Core Leadership TraitsKey 3: Advance Inclusion, Access, and Opportunity for AllKey 4: Improve the Core Learning Context--Both the Teaching and the CurriculumKey 5: Create a Climate of Belonging Key 6: Increase Student LearningKey 7: Sustain Oneself Professionally and PersonallyBook Features:Grounds the lofty ideals of equity and social justice in the daily work of school leadership. Provides rich and abundant examples, ideas, and strategies for how to be a school leader committed to issues of diversity, equity, inclusion, and belonging.Includes a new focus on culturally sustaining leadership and how disability studies inform practice.Offers an examination of how leaders conduct equity audits to improve outcomes for minoritized students.Shows how leaders navigate challenges to diversity, equity, and inclusion initiatives in their communities.

This important volume explores how racism operates in schools and society, while also unpacking larger patterns of racist ideology and white privilege as it manifests across various levels of schooling. A diverse set of contributors analyze particular contexts of white privilege, providing key research findings, connections to policy, and exemplars of schools and universities that are overcoming these challenges. Whiteucation provides a multi-level and holistic perspective on how inequitable power dynamics and prejudice exist in schools, ultimately encouraging reflection, dialogue, and inquiry in spaces where white privilege needs to be questioned, interrogated, and dismantled.

This important volume explores how racism operates in schools and society, while also unpacking larger patterns of racist ideology and white privilege as it manifests across various levels of schooling. A diverse set of contributors analyze particular contexts of white privilege, providing key research findings, connections to policy, and exemplars of schools and universities that are overcoming these challenges. Whiteucation provides a multi-level and holistic perspective on how inequitable power dynamics and prejudice exist in schools, ultimately encouraging reflection, dialogue, and inquiry in spaces where white privilege needs to be questioned, interrogated, and dismantled.

The third edition of the best-selling Leadership for Increasingly Diverse Schools helps both practicing and aspiring school leaders deepen their knowledge, skills, and dispositions to create schools that best serve all students. This book helps readers sharpen their awareness of how students’ multiple dimensions of diversity intersect, as well as develop strategies for leading schools where students of all socioeconomic statuses, races, religions, gender and sexual identities, languages, and disabilities flourish. Leadership for Increasingly Diverse Schools provides school leaders with the theory, research, and practical guidance to foster teaching and learning environments that promote educational equity and excellence for all students.Special features:Each chapter focuses on a specific dimension of diversity and discusses intersectionality across other areas of difference, including disability, language, race, socioeconomic status, sexual and gender identity, religion, and social ecosystems.Chapters synthesize literature, share practical strategies and tools, include school-level and district-level cases illustrating inclusive leadership, and provide extended learning opportunities.This new edition is updated throughout, including greater focus on strategies for readers’ professional development, expanded coverage of educational infrastructure, and discussion of current political context and discourse including anti-DEI movements.Online Support Material features additional resources, documents, and links to videos and podcasts described in the chapters, accessible at https://www.routledge.com/9781032901046Bonus: The book editors are offering a Zoom Q&A to a group that’s purchased more than 10 copies, and please get in touch with Dr. George Theoharis and Dr. Martin Scanlan directly if you’d like to discuss.

The third edition of the best-selling Leadership for Increasingly Diverse Schools helps both practicing and aspiring school leaders deepen their knowledge, skills, and dispositions to create schools that best serve all students. This book helps readers sharpen their awareness of how students’ multiple dimensions of diversity intersect, as well as develop strategies for leading schools where students of all socioeconomic statuses, races, religions, gender and sexual identities, languages, and disabilities flourish. Leadership for Increasingly Diverse Schools provides school leaders with the theory, research, and practical guidance to foster teaching and learning environments that promote educational equity and excellence for all students.Special features:Each chapter focuses on a specific dimension of diversity and discusses intersectionality across other areas of difference, including disability, language, race, socioeconomic status, sexual and gender identity, religion, and social ecosystems.Chapters synthesize literature, share practical strategies and tools, include school-level and district-level cases illustrating inclusive leadership, and provide extended learning opportunities.This new edition is updated throughout, including greater focus on strategies for readers’ professional development, expanded coverage of educational infrastructure, and discussion of current political context and discourse including anti-DEI movements.Online Support Material features additional resources, documents, and links to videos and podcasts described in the chapters, accessible at https://www.routledge.com/9781032901046Bonus: The book editors are offering a Zoom Q&A to a group that’s purchased more than 10 copies, and please get in touch with Dr. George Theoharis and Dr. Martin Scanlan directly if you’d like to discuss.

The third edition of the best-selling Leadership for Increasingly Diverse Schools helps both practicing and aspiring school leaders deepen their knowledge, skills, and dispositions to create schools that best serve all students. This book helps readers sharpen their awareness of how students' multiple dimensions of diversity intersect, as well as develop strategies for leading schools where students of all socioeconomic statuses, races, religions, gender and sexual identities, languages, and disabilities flourish. Leadership for Increasingly Diverse Schools provides school leaders with the theory, research, and practical guidance to foster teaching and learning environments that promote educational equity and excellence for all students.Special features: Each chapter focuses on a specific dimension of diversity and discusses intersectionality across other areas of difference, including disability, language, race, socioeconomic status, sexual and gender identity, religion, and social ecosystems. Chapters synthesize literature, share practical strategies and tools, include school-level and district-level cases illustrating inclusive leadership, and provide extended learning opportunities. This new edition is updated throughout, including greater focus on strategies for readers' professional development, expanded coverage of educational infrastructure, and discussion of current political context and discourse including anti-DEI movements. Online Support Material features additional resources, documents, and links to videos and podcasts described in the chapters, accessible at https://www.routledge.com/9781032901046 Bonus: The book editors are offering a Zoom Q&A to a group that's purchased more than 10 copies, and please get in touch with Dr. George Theoharis and Dr. Martin Scanlan directly if you'd like to discuss.

The third edition of the best-selling Leadership for Increasingly Diverse Schools helps both practicing and aspiring school leaders deepen their knowledge, skills, and dispositions to create schools that best serve all students. This book helps readers sharpen their awareness of how students' multiple dimensions of diversity intersect, as well as develop strategies for leading schools where students of all socioeconomic statuses, races, religions, gender and sexual identities, languages, and disabilities flourish. Leadership for Increasingly Diverse Schools provides school leaders with the theory, research, and practical guidance to foster teaching and learning environments that promote educational equity and excellence for all students.Special features: Each chapter focuses on a specific dimension of diversity and discusses intersectionality across other areas of difference, including disability, language, race, socioeconomic status, sexual and gender identity, religion, and social ecosystems. Chapters synthesize literature, share practical strategies and tools, include school-level and district-level cases illustrating inclusive leadership, and provide extended learning opportunities. This new edition is updated throughout, including greater focus on strategies for readers' professional development, expanded coverage of educational infrastructure, and discussion of current political context and discourse including anti-DEI movements. Online Support Material features additional resources, documents, and links to videos and podcasts described in the chapters, accessible at https://www.routledge.com/9781032901046 Bonus: The book editors are offering a Zoom Q&A to a group that's purchased more than 10 copies, and please get in touch with Dr. George Theoharis and Dr. Martin Scanlan directly if you'd like to discuss.

Behind every successful inclusive school is a great principal with passion, vision, and a practical plan. With so much riding on their strong and proactive leadership, every principal and administrator will want this how-to book: the essential guide to bringing schoolwide inclusion from theory to practice. Covering everything from the basics of special education to the everyday nuts and bolts of making inclusion work, two renowned inclusion experts give readers clear guidance they can use right away to lead a fully inclusive school where every student learns and belongs. New and veteran administrators will discover how to make schoolwide (and districtwide) reforms that support social and academic success-and help all students reach their full potential.

Challenges of work-life balance in the academy stem from policies and practices which remain from the time when higher education was populated mostly by married White male faculty. Those faculty were successful in their academic work because they depended upon the support of their wives to manage many of the not-work aspects of their lives. Imagine a tweedy middle-aged white man, coming home from the university to greet his wife and children and eat the dinner she’s prepared for him, and then disappearing into his study for the rest of the evening with his pipe to write and think great thoughts. If that professor ever existed, he is now emeritus.Juggling Flaming Chainsaws is the first book in a new series on these challenges of managing academic work and not-work. It uses the methodology of autoethnography to introduce the work-life issues faced by scholars in educational leadership. While the experiences of scholars in this volume are echoed across other fields in higher education, educational leadership is unique because of its emphasis on preparing people for leadership roles within higher education and for preK-12 schools. Authors include people at different places on their career and life course trajectory, people who are partnered and single, gay and straight, with children and without, caring for elders, and managing illness. They hail from different geographic areas of the nation, different ethnic backgrounds, and different types of institutions. What all have in common is commitment to engaging with this topic, to reflecting deeply upon their own experience, and to sharing that experience with the rest of us.

Challenges of work-life balance in the academy stem from policies and practices which remain from the time when higher education was populated mostly by married White male faculty. Those faculty were successful in their academic work because they depended upon the support of their wives to manage many of the not-work aspects of their lives. Imagine a tweedy middle-aged white man, coming home from the university to greet his wife and children and eat the dinner she’s prepared for him, and then disappearing into his study for the rest of the evening with his pipe to write and think great thoughts. If that professor ever existed, he is now emeritus.Juggling Flaming Chainsaws is the first book in a new series on these challenges of managing academic work and not-work. It uses the methodology of autoethnography to introduce the work-life issues faced by scholars in educational leadership. While the experiences of scholars in this volume are echoed across other fields in higher education, educational leadership is unique because of its emphasis on preparing people for leadership roles within higher education and for preK-12 schools. Authors include people at different places on their career and life course trajectory, people who are partnered and single, gay and straight, with children and without, caring for elders, and managing illness. They hail from different geographic areas of the nation, different ethnic backgrounds, and different types of institutions. What all have in common is commitment to engaging with this topic, to reflecting deeply upon their own experience, and to sharing that experience with the rest of us.

The purpose of the work/life balance series is to highlight particular challenges that higher education faculty face as they participate in the demands of the academy and try to prevent those demands from invading their personal lives. On The High Wire looks at a specific subset of university faculty, education faculty with school-aged children, and the specific professional/personal balance these faculty need to find. The title On the High Wire suggests the precarious nature of the “walk” for education faculty who are parents of school-aged children. We know that our identities are central to how we experience the world and how the world reacts to us. This reality is clearly visible in this book. These multiple identities and roles come into conflict at multiple points and in different ways. This book explores these identities and roles through autoethnographic accounts written by varied education faculty in order to make these tensions visible for the field to address.

The purpose of the work/life balance series is to highlight particular challenges that higher education faculty face as they participate in the demands of the academy and try to prevent those demands from invading their personal lives. On The High Wire looks at a specific subset of university faculty, education faculty with school-aged children, and the specific professional/personal balance these faculty need to find. The title On the High Wire suggests the precarious nature of the “walk” for education faculty who are parents of school-aged children. We know that our identities are central to how we experience the world and how the world reacts to us. This reality is clearly visible in this book. These multiple identities and roles come into conflict at multiple points and in different ways. This book explores these identities and roles through autoethnographic accounts written by varied education faculty in order to make these tensions visible for the field to address.

The purpose of the work/life balance series is to highlight particular challenges that higher education faculty face as they participate in the demands of the academy and try to prevent those demands from invading their personal lives. On The High Wire looks at a specific subset of university faculty, education faculty with school-aged children, and the specific professional/personal balance these faculty need to find. The title On the High Wire suggests the precarious nature of the "e;walk"e; for education faculty who are parents of school-aged children. We know that our identities are central to how we experience the world and how the world reacts to us. This reality is clearly visible in this book. These multiple identities and roles come into conflict at multiple points and in different ways. This book explores these identities and roles through autoethnographic accounts written by varied education faculty in order to make these tensions visible for the field to address.

In March of 2020, our daily lives were upended by the COVID pandemic and subsequent school closures. With work and school shifting online, a new and ongoing set of demands has been placed on parents as school moved to online, virtual and hybrid models of learning. Families need to balance professional responsibilities with parenting and supporting their children’s education. As education professors, we find ourselves in a particular position as our expertise collides with the reality of schooling our own children in our homes during a global pandemic. This book focuses on the experiences of education faculty who navigate this relationship as pandemic professionals and pandemic parents.In this collection of personal essays, we explore parenting in the pandemic among education professors. Through our stories, we share our perspectives on this moment of upheaval, as we find ourselves confronting practical (and impractical) aspects of long held theories about what school could be, seeing up close and personally the pedagogy our children endure online, watching education policy go awry in our own living rooms (and kitchens and bathrooms), making high-stakes decisions about our children’s (and other children’s) access to opportunity, and trying to maintain our careers at the same time. In this collision of personal and professional identities, we find ourselves reflecting on fundamental questions about the purpose and design of schooling, the value of our work as education professors, and the precious relationships we hope to maintain with our children through this difficult time.

In March of 2020, our daily lives were upended by the COVID pandemic and subsequent school closures. With work and school shifting online, a new and ongoing set of demands has been placed on parents as school moved to online, virtual and hybrid models of learning. Families need to balance professional responsibilities with parenting and supporting their children’s education. As education professors, we find ourselves in a particular position as our expertise collides with the reality of schooling our own children in our homes during a global pandemic. This book focuses on the experiences of education faculty who navigate this relationship as pandemic professionals and pandemic parents.In this collection of personal essays, we explore parenting in the pandemic among education professors. Through our stories, we share our perspectives on this moment of upheaval, as we find ourselves confronting practical (and impractical) aspects of long held theories about what school could be, seeing up close and personally the pedagogy our children endure online, watching education policy go awry in our own living rooms (and kitchens and bathrooms), making high-stakes decisions about our children’s (and other children’s) access to opportunity, and trying to maintain our careers at the same time. In this collision of personal and professional identities, we find ourselves reflecting on fundamental questions about the purpose and design of schooling, the value of our work as education professors, and the precious relationships we hope to maintain with our children through this difficult time.

In March of 2020, our daily lives were upended by the COVID pandemic and subsequent school closures. With work and school shifting online, a new and ongoing set of demands has been placed on parents as school moved to online, virtual and hybrid models of learning. Families need to balance professional responsibilities with parenting and supporting their children's education. As education professors, we find ourselves in a particular position as our expertise collides with the reality of schooling our own children in our homes during a global pandemic. This book focuses on the experiences of education faculty who navigate this relationship as pandemic professionals and pandemic parents.In this collection of personal essays, we explore parenting in the pandemic among education professors. Through our stories, we share our perspectives on this moment of upheaval, as we find ourselves confronting practical (and impractical) aspects of long held theories about what school could be, seeing up close and personally the pedagogy our children endure online, watching education policy go awry in our own living rooms (and kitchens and bathrooms), making high-stakes decisions about our children's (and other children's) access to opportunity, and trying to maintain our careers at the same time. In this collision of personal and professional identities, we find ourselves reflecting on fundamental questions about the purpose and design of schooling, the value of our work as education professors, and the precious relationships we hope to maintain with our children through this difficult time.

In March of 2020, our daily lives were upended by the COVID pandemic and subsequent school closures. With work and school shifting online, a new and ongoing set of demands has been placed on parents as school moved to online, virtual and hybrid models of learning. Families need to balance professional responsibilities with parenting and supporting their children's education. As education professors, we find ourselves in a particular position as our expertise collides with the reality of schooling our own children in our homes during a global pandemic. This book focuses on the experiences of education faculty who navigate this relationship as pandemic professionals and pandemic parents.In this collection of personal essays, we explore parenting in the pandemic among education professors. Through our stories, we share our perspectives on this moment of upheaval, as we find ourselves confronting practical (and impractical) aspects of long held theories about what school could be, seeing up close and personally the pedagogy our children endure online, watching education policy go awry in our own living rooms (and kitchens and bathrooms), making high-stakes decisions about our children's (and other children's) access to opportunity, and trying to maintain our careers at the same time. In this collision of personal and professional identities, we find ourselves reflecting on fundamental questions about the purpose and design of schooling, the value of our work as education professors, and the precious relationships we hope to maintain with our children through this difficult time.