Courageous conversations about race, class, and gender: Voices and lessons from the field
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Katherine Cumings Mansfield, Associate Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: The purpose of this paper is to present a qualitative secondary analysis of two empirical studies that focused on the leadership practices of female practitioners at the secondary level engaging in discourse and practices to disrupt educational inequities. The guiding research question is, “How do school leaders engage in courageous conversations to: (1) transform beliefs and practices concerning educational inequities, and; (2) engender equity to enhance learning for all students?” Building on Singleton and Linton’s (2006) framework on courageous conversations, this study examines how some school leaders break the silence and interrogate educational inequities to improve schools. Findings explicate how conversations amongst practitioners can be the impetus for transformative actions, which in turn, lead to the educational achievement of all students. The voices of participants are magnified and lessons from the field are forwarded.
Courageous conversations about race, class, and gender: Voices and lessons from the field
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Created on 11/16/2020
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Additional Information
- Publication
- International Journal of Qualitative Studies in Education, 28(7), 819-841. DOI: 10.1080/09518398.2015.1036950
- Language: English
- Date: 2015
- Keywords
- race, gender, class, social justice, qualitative secondary analysis