Developing Equitable School Leaders in a Predominantly White Rural Educational Leadership Program in the US

Autor/in	Mette, Ian M.
Titel	Developing Equitable School Leaders in a Predominantly White Rural Educational Leadership Program in the US
Quelle	In: International Journal of Educational Leadership Preparation, 17 (2022) 1, S.75-87 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Leadership Training; Instructional Leadership; Rural Schools; Administrator Education; Sociocultural Patterns; Educational Philosophy; Racial Differences; Cultural Pluralism; Student Diversity; School Districts; Metacognition; Social Justice; Elementary Secondary Education; Participant Characteristics; Teaching Experience; Barriers; Social Class; Race + Suchen Sie Ihr Suchwort? Führungslehre; Instruction; Leadership; Bildung; Erziehung; Führung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Soziokulturelle Theorie; Bildungsphilosophie; Erziehungsphilosophie; Rassenunterschied; Kulturpluralismus; School district; Schulbezirk; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Soziale Gerechtigkeit; Social classes; Soziale Klasse; Rasse; Abstammung
Abstract	Education systems in the United States (US) increasingly experience disagreement over how to address cultural and societal injustices. At the heart of these debates includes the role of the rural sociocultural experience -- which in the US is based on racial and spatial isolation, the idea of whiteness as the norm, and more recently economic deprivation due to globalization. This paper examines the experiences of 17 aspiring educational leaders in a predominantly White rural state in the US. Drawing from the field of cultural psychology, this study illustrates the role educational preparation programs must play in developing greater sociocultural awareness among White educational leadership candidates who lack exposure to racially and culturally diverse environments. Using findings from this study, preparation programs and school districts in predominantly White rural areas can foster greater self-reflection for educators to address social injustices, as well as reject ahistorical and apolitical philosophies of education. (As Provided).
Anmerkungen	International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01