Читать книгу Five Practices for Equity-Focused School Leadership - Sharon I. Radd - Страница 26

Some educators feel that their experiences and education have fully prepared them to work effectively with students from all backgrounds, and that they have nothing left to learn about educational equity and how best to serve their students. Sometimes we see this from educators who have a marginalized identity and have lived experience, perhaps coupled with academic learning, about the realities of marginalization and oppression for that identity. We also see this from individuals with many privileged identities—straight, nondisabled, White males for instance—who may have some experience working with students of color, living in poverty, and with disabilities. In either case, these individuals believe that their learning is complete because they already "get it" and know how to apply it.

To push your thinking about this story, we turn to two middle school principals, Betsy and Tomas, who both lead schools with strong performance across state academic measures.

Betsy is a White woman who has worked her entire career in an urban, racially diverse school district with an increasing number of students living in poverty. Betsy has a social activist background; her commitment to social justice is part of her identity. She is comfortable talking about race in both personal and professional settings, believes that inclusive services are an essential part of a good school, and is committed to an affirming LGBTQIA+ culture—all pillars of equity-oriented leadership. Yet, she has two self-contained special education programs in her school—a separate program for students with autism and a program for students with behavioral challenges. The students in these programs eat lunch where the rest of the students do, but are essentially separated from the other students in every meaningful way. Betsy is frustrated that the district is working with a consultant on improving inclusive special education services, stating, "My school is inclusive; we have been doing inclusion for a long time!"

Tomas is a Mexican-American man who has worked in a few districts but has spent the past 10 years in a rural, predominantly White district with an increasing Latino/a/x and Asian population and 45 percent of students receiving free and reduced school lunch. Tomas has worked to create a more inclusive service delivery model for students with special education needs, as well as for the small but growing population of students learning English. Through his deep connections with the Latino/a/x and Asian communities in his district, he has become a strong bridge between the school district, these growing communities, and many White families. People see him as a trusted link who is looking out for all of their best interests. At the same time, he is reluctant to take overt action to eliminate ongoing harassment and bullying of students who are, or perceived to be, LGBTQIA+. He feels the community is "very traditional" and any attempt at an LGBTQIA+ affirming culture would "blow up."

Betsy and Tomas are strong leaders who focus on equity every day. Both are certain their schools are good models of equity and excellence. And both have glaring equity gaps in their school that they allow to continue. Although they both feel that they "get it" and have "results," they still have important learning to do. We say this not to characterize these principals as bad or question their commitment to equity, but to demonstrate that no matter how much you know, equity leadership requires ongoing learning. Remember, it is not possible to ever fully "get it." You have to assume you will always need to stay open to new learning, information, and ways of seeing equity issues.