Lorri J. Santamaría – 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.

Educational leaders are seeing the increasing need for practical transformative models and theories to address academic, cultural, and socio-economic gaps separating learners at all levels of the educational system. Applied Critical Leadership in Education explores a leadership model arising from critical theory and critical pedagogy traditions that transforms status quo educational practices. Providing a range of diverse voices of practicing leaders from prekindergarten through higher education, explicit ties to theory and practice are drawn, making leadership for social justice accessible, feasible, and more practical for aspiring and practicing leaders alike. Features Included: Case Studies provide examples of applied critical leadership across early childhood education, elementary school, middle school, high school, district, and higher education levels. Theory to Research Applications offer frameworks and key research complementary to cases. Checking In presents questions to the reader to respond and further engage with the chapter content. Opportunity Recognition and Critical Conversations offer strategies to challenge assumptions of common practices and begin conversations around issues of social justice. Backpack includes online or print resources to supplement the material in each chapter. Appendix provides a comprehensive example of qualitative case study research from design, to data collection, and analysis.Applied Critical Leadership in Education provides an innovative way for aspiring and practicing educational leaders to think about and apply leadership practice suited for the educational challenges of today that are necessary for change.

Educational leaders are seeing the increasing need for practical transformative models and theories to address academic, cultural, and socio-economic gaps separating learners at all levels of the educational system. Applied Critical Leadership in Education explores a leadership model arising from critical theory and critical pedagogy traditions that transforms status quo educational practices. Providing a range of diverse voices of practicing leaders from prekindergarten through higher education, explicit ties to theory and practice are drawn, making leadership for social justice accessible, feasible, and more practical for aspiring and practicing leaders alike. Features Included: Case Studies provide examples of applied critical leadership across early childhood education, elementary school, middle school, high school, district, and higher education levels. Theory to Research Applications offer frameworks and key research complementary to cases. Checking In presents questions to the reader to respond and further engage with the chapter content. Opportunity Recognition and Critical Conversations offer strategies to challenge assumptions of common practices and begin conversations around issues of social justice. Backpack includes online or print resources to supplement the material in each chapter. Appendix provides a comprehensive example of qualitative case study research from design, to data collection, and analysis.Applied Critical Leadership in Education provides an innovative way for aspiring and practicing educational leaders to think about and apply leadership practice suited for the educational challenges of today that are necessary for change.

Educational leaders are seeing the increasing need for practical transformative models and theories to address academic, cultural, and socio-economic gaps separating learners at all levels of the educational system. Applied Critical Leadership in Education explores a leadership model arising from critical theory and critical pedagogy traditions that transforms status quo educational practices. Providing a range of diverse voices of practicing leaders from prekindergarten through higher education, explicit ties to theory and practice are drawn, making leadership for social justice accessible, feasible, and more practical for aspiring and practicing leaders alike.

Features Included:

Case Studies provide examples of applied critical leadership across early childhood education, elementary school, middle school, high school, district, and higher education levels.

Theory to Research Applications offer frameworks and key research complementary to cases.

Checking In presents questions to the reader to respond and further engage with the chapter content.

Opportunity Recognition and Critical Conversations offer strategies to challenge assumptions of common practices and begin conversations around issues of social justice.

Backpack includes online or print resources to supplement the material in each chapter.

Appendix provides a comprehensive example of qualitative case study research from design, to data collection, and analysis.

Applied Critical Leadership in Education provides an innovative way for aspiring and practicing educational leaders to think about and apply leadership practice suited for the educational challenges of today that are necessary for change.

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.

Over the past few decades universities have opened their doors to students whose parents and grandparents were historically excluded from societal participation and higher education for reasons associated with racial, ethnic, socio-economic and/or linguistic diversity. Many of these students are first generation - or first in their family to attend university. While some progress has been made in responding to the needs of these internationally underserved learners, many challenges remain. This edited book features the unique and diverse experiences of first generation students as they transition into and engage with higher education whilst exploring ways in which universities might better serve these students. With reference to culturally responsive and sustaining research methodologies undertaken in Australia, Canada, New Zealand, South Africa, the UK and the USA, the contributors critically examine how these students demonstrate resilience within university, and ways in which success and challenges are articulated. Elements that are unique to context and shared across the international higher education milieu are explored. The book is replete with diverse student voices, and compelling implications for practice and future research.The studies featured are centred on underlying theories of identity and intersectionality while valuing student voices and experiences. Throughout, the emphasis is on using strengths-based indigenous and decolonised methodologies. Through these culturally sustaining approaches, which include critical incident technique, participatory learning and action, talanoa and narrative inquiry, the book explores rich data on first generation student experiences at seven institutions in six countries across four continents.

Over the past few decades universities have opened their doors to students whose parents and grandparents were historically excluded from societal participation and higher education for reasons associated with racial, ethnic, socio-economic and/or linguistic diversity. Many of these students are first generation - or first in their family to attend university. While some progress has been made in responding to the needs of these internationally underserved learners, many challenges remain. This edited book features the unique and diverse experiences of first generation students as they transition into and engage with higher education whilst exploring ways in which universities might better serve these students. With reference to culturally responsive and sustaining research methodologies undertaken in Australia, Canada, New Zealand, South Africa, the UK and the USA, the contributors critically examine how these students demonstrate resilience within university, and ways in which success and challenges are articulated. Elements that are unique to context and shared across the international higher education milieu are explored. The book is replete with diverse student voices, and compelling implications for practice and future research.The studies featured are centred on underlying theories of identity and intersectionality while valuing student voices and experiences. Throughout, the emphasis is on using strengths-based indigenous and decolonised methodologies. Through these culturally sustaining approaches, which include critical incident technique, participatory learning and action, talanoa and narrative inquiry, the book explores rich data on first generation student experiences at seven institutions in six countries across four continents.

Over the past few decades universities have opened their doors to students whose parents and grandparents were historically excluded from societal participation and higher education for reasons associated with racial, ethnic, socio-economic and/or linguistic diversity. Many of these students are first generation - or first in their family to attend university. While some progress has been made in responding to the needs of these internationally underserved learners, many challenges remain. This edited book features the unique and diverse experiences of first generation students as they transition into and engage with higher education whilst exploring ways in which universities might better serve these students. With reference to culturally responsive and sustaining research methodologies undertaken in Australia, Canada, New Zealand, South Africa, the UK and the USA, the contributors critically examine how these students demonstrate resilience within university, and ways in which success and challenges are articulated. Elements that are unique to context and shared across the international higher education milieu are explored. The book is replete with diverse student voices, and compelling implications for practice and future research.The studies featured are centred on underlying theories of identity and intersectionality while valuing student voices and experiences. Throughout, the emphasis is on using strengths-based indigenous and decolonised methodologies. Through these culturally sustaining approaches, which include critical incident technique, participatory learning and action, talanoa and narrative inquiry, the book explores rich data on first generation student experiences at seven institutions in six countries across four continents.