Critical race theory (CRT) in education has been a used to expose and analyze racism in K-12 schooling and higher education. However, the theory has been underutilized as an inventory lens applied to school leadership practice. This presentation takes on this inquiry by highlighting the work done by an administrative leadership team at a majority racially diverse middle school in the Mountain western region of the U.S. Through an examination of the practice of racism as whiteness as property through teacher expectations, classroom instruction and teacher-student and parent interactions and by implementing changes in areas of student discipline, and color-blind teacher perceptions, the leadership team developed racial equity pathways which served as an important implementation of CRT framework for school change.Dr. Laurence Parker is a professor in the Department of Educational Leadership & Policy at the University of Utah. He is currently a visiting scholar here at the University of California Berkeley for the spring 2018 semester. His areas of teaching and research interest are in leadership & social justice (K-12 & higher ed.) and critical race theory & education leadership & policy. His most recent publication appears in Race Ethnicity & Education and he is currently working on a book prospectus to be submitted to Teachers College Press on this topic.
This event is sponsored by the Haas Institute's Race and Educational Diversity cluster.
