| Abstrakt: |
Black teachers were less likely to remain at the school when principals do not accept and acknowledge their efforts to provide equitable learning opportunities for Black students. In the fourth article, Miriam Ezzani explores the social justice leadership of a principal who confronted and altered the oppressive practices of teachers, especially toward their Black male students. Although the principal overlooked some individuals in implementing the reforms (assistant principal, data coach), leadership was distributed to a variety of other people, including an external consultant, instructional coaches, and teacher leaders. [Extracted from the article] |
