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Thursday, November 17 • 8:00am - 9:05am
GSS Session 16 - Ignite! - Critical Examinations of Education and Educational Leadership

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Participants: Alternative Ways for Improving Student Outcomes: A Restorative Approach to Teaching, Learning and Leading Anthony H. Normore, California State University Dominguez Hills; Jeanne Sesky, N/A; Omar Reyes, N/A; Tanya Franklin, N/A; Harriet R MacLean, N/A; Abdul Issa, N/A; Karen Junker, N/A; Jose Navarro, N/A; Chris Carr, N/A; Amen Mandela Rahh, N/A; Robert Jacquez, N/A; Jeffrey Garrett, N/A; Antonia Issa Lahera, California State University Dominguez Hills We will examine current realities for disenfranchised populations in several urban high school. Practicing principals and APs posit that an opportune time has come to share alternative models of restorative justice (as opposed to “Zero” tolerance, suspensions, expulsions, etc.) and practices that stakeholders will find beneficial. Lessons learned will improve the preparation and practice of school leaders, thus improve educational outcomes for all students, and help prevent the gross injustice done to at-risk children daily. Navigating White Racial Identity in Schools Jessica Schwartzer, George Mason University The purpose of this study is to explore the ways in which racial literacy, specifically around the question of white racial identity, informs the leadership practice of school leaders with predominately white staff working in majority-minority schools. This conceptual analysis seeks to develop clearer connections between the research literature on leadership styles and white racial identity development in ways that address the achievement gap due to cultural mismatch within schools. A Critical Policy Analysis of the 3rd Grade Reading Guarantee in Ohio Cleighton J. Weiland, Miami University The issues put forth in this Ignite! presentation are multifaceted, interconnected, and complex. Standardized assessments have been touted as the fulcrum of the reform movement; a mechanism to supposedly ensure quality learning is occurring in the classroom. However, the increased surveillance of students and schools has left a wake of chaos vis–à–vis unintended outcomes, perhaps even affecting the biology of our students through medical choices. Principal Preparation and Social Consciousness: Understanding Race and Privilege in Urban Schools Thomas Joseph Peterson, Chapman University Two areas will be discussed in this Ignite! session: limitations and criticisms of racial unconsciousness and colorblindness discourse in traditional principal preparation programs; and, the necessity of an improved social consciousness discourse in urban principal development programs. An integral study of antiracist leadership, critical race theory, and Whiteness ideology would provide emerging urban leaders with a heightened awareness of race and privilege, promoting a better understanding of the social forces that impact urban educational communities. Facilitator: Jeffrey S. Brooks, Monash University


Thursday November 17, 2016 8:00am - 9:05am
Detroit Marriott at the Renaissance Center: Floor 5 - Joliet

Attendees (19)