Power and Privilege: An Analysis of the Teacher Tracking Phenomenon. Darrius A. Stanley, Michigan State University
Although numerous scholars have tackled student-tracking issues in schools, considerably less research has been done to examine how faculty could be tracked in similar ways. This conceptual paper expands the Finley (1984) definition of teacher tracking by illuminating the historical and racial aspects that were previously ignored. Utilizing critical race theory, this paper seeks to both illuminate this phenomenon and ignite discussion about how school leadership should address it.
Critical Race Theory: The Precursor to Transformative Leadership Informed Practice for Educational Leaders. Annivory Calvert, Wayne State University
Critical race theory (CRT) methodologies present the impacts of racism through a race- conscious theoretical framework (Bell, 1995). CRT furthered an awareness of the moral debt owed to the heirs of slavery and the intergenerational effects of the wealth gap caused by the national debt on the educational opportunity gap in African American communities (Ladson-Billings, 2006). Transformative leadership methodology informs practice in a deconstructed and reconstructed educational community that shares power with all.
(Re)constructing the Language of the Achievement Gap to an Opportunity Gap: Three African American Women Counternarrative. Osly Flores, University of Pittsburgh
For this paper, I situate the narrative of three African American female school principals and their leadership practices toward equity using a critical race theory framework. These three school leaders present the various ways these three school leaders discuss educational issues that affect students of color and of low-socioeconomic status. In addition, these three school leaders share the toll that comes with working toward social justice.
