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Thursday, November 17 • 4:20pm - 5:30pm
Cultural Influences on Sense-Making in Education

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Participants:

Black Educational Leadership: Cultivating and Employing Indigenous Capital in a Crisis. Ijeoma Ononuju, University of California, Davis

This paper looks at two secondary Indigenous Black male administrators who employed their indigenous capital to create an environment of healing that blurred the boundary between school and community. As a result, the school became a site of community unity and resistance against youth violence. The paper also provides a definition for indigenous capital and its value in supporting educational and community revitalization in a predominately Black and Brown community.

Building Pathways: Nurturing a Female Generation of School Leaders in China. Lixia Qin, Mario S. Torres, Jean Madsen (Texas A&M University)

This paper probes one of largely overlooked aspects in educational leadership of China: women’s leadership roles in education and young women’s leadership preparation. Drawing from published data, literature, and the data collected by the authors, the paper provides an overview of women’s leadership roles in education and the barriers to young women’s leadership aspirations, highlights gaps in young females’ leadership preparation in China, and identifies the implications for future research and practice.

Deconstructing Macroaggressions and Microaggressions: A Conceptual Model Promoting Sense- Making in Education. Azadeh F. Osanloo, New Mexico State University; Christa Boske, Kent State University; Whitney Sherman Newcomb, Virginia Commonwealth University

We explore the interconnectivity of intercultural and multicultural education theory and practice through a new conceptual model (i.e., Micro/Macroaggression Ecological Conceptual Model) focusing on the intersections of dominant norms and values, macro/microaggressions, social justice pedagogies, and sense-making. The theoretical reasoning is anchored in our conceptualization suggesting the extent we fail to adjust ways of understanding may perpetuate unintentional, oppressive ways of knowing.

Re-Envisioning Cultural Competence Beyond Diversity Representation: African American Administrators’ Experiences in Organizational Decision Making. Kendra Lowery, Ball State University

This multiple case study examines the ways in which African American administrators who were the rst hired in four northern school districts navigated challenges and worked to be included in organizational decision-making that went beyond simply being hired as a representation of diversity, as in tokenism (Yoder, 1991), and illustrated their substantive inclusion in core school district decisions.



Thursday November 17, 2016 4:20pm - 5:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Joliet A

Attendees (4)