Suchergebnisse

This article explores the use of a web-based survey as a means of data collection with over 450 adolescents in an American school district with approximately 50 percent visible ethnic minority students. After describing the context of the study, I explore issues related to the ease of data collection, the potential challenges and promise of the web-based format, and the quantity and quality of data collected. I demonstrate that the data collected were extremely rich, and that students appeared to be more comfortable with the electronic data collection than with an in-person interview. Moreover, the inherent issues of power differential related to race, class, and position may be overcome using this strategy for data collection.

Educational institutions, and in particular educational leaders, play critical roles in identifying and rectifying the many inequities that oppress, marginalize, and exclude individual students, educational actors, and some minoritized groups in Canadian education. Leading for Equity and Social Justice provides a deep look at some of these inequities and injustices and offers transformative leadership as one way for leaders to stimulate, support, and foster equitable and socially just practices in educational institutions. This collection emphasizes the systemic nature of inequality and supports the necessity of systemic change to target not only individuals but also structures, policies, and far-reaching practices. Focusing on various marginalized groups – including the Indigenous community, LGBTQ2S+ peoples, refugees, newcomers, and specific groups of teachers – chapters explore transformative leadership in practice and how to achieve inclusion, respect, and excellence in schools. Arguing that leadership involves much more than simply putting policy into practice, Leading for Equity and Social Justice promotes the need for leaders to recognize their role as advocates and activists