Conceptual framework and related literature. Bonilla-Silva, Theoharis, Diem & Carpenter, Gooden, Johnson & Campbell-Stephens, Bogotch & Shields, Douglass-Herford & Clark.
For this paper we draw from the body of theory about colorblindness and the small but growing body of related scholarship about leadership practice and preparation, including work that addresses social justice leadership, cultural responsive leadership, and inclusive leadership. The salience of the ...
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... have become more specific on the more general orientation toward equity, and one area for further specificity has been race-conscious practice. It has been identified as an area of need to have a better understanding of how school leaders’ attitudes toward equity and racial difference influence their practice. Public school leadership remains predominantly white (estimated at 80% white [Bitterman, Goldring, & Gray, 2013; Hill, Ottem, DeRoche, 2016]), while the National Center for Education Statistics projects a continuing direction of greater ethnic and racial diversity among the student population in the U.S. public school system through 2021 (Hussar & Bailey, 2013). Diem and Carpenter (2012) identify colorblind ideology as the first of five important issues and concepts that school leaders must be aware of in a transformative leadership preparation curriculum.
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