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School Leadership in Dirty Water : = Black and Minoritized Perspectives on Mayoral Control and Turnaround in Waterbury, CT 2011-2016.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	School Leadership in Dirty Water :/
其他題名:	Black and Minoritized Perspectives on Mayoral Control and Turnaround in Waterbury, CT 2011-2016.
作者:	Wright, James.
面頁冊數:	1 online resource (210 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355353211

School Leadership in Dirty Water : = Black and Minoritized Perspectives on Mayoral Control and Turnaround in Waterbury, CT 2011-2016.
Wright, James.

School Leadership in Dirty Water :Black and Minoritized Perspectives on Mayoral Control and Turnaround in Waterbury, CT 2011-2016. - 1 online resource (210 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This is a life history case study of urban community responses to school turnaround policies, 2011-2016. The study analyzes Black voices and historically marginalized perspectives affected by an integrated governance school leadership model in Waterbury, Connecticut. This inquiry is driven by the uproar that ensued with a particular kind of mayoral control, and the removal of a beloved Black principal, Erik Brown. Charges of racism followed as members of minoritized communities in Waterbury argued that the mostly White educational administration and leadership in the district made decisions contrary to the best interests of the over 85 percent Black and Brown student body.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355353211Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

School Leadership in Dirty Water : = Black and Minoritized Perspectives on Mayoral Control and Turnaround in Waterbury, CT 2011-2016.
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504 $a Includes bibliographical references
520 $a This is a life history case study of urban community responses to school turnaround policies, 2011-2016. The study analyzes Black voices and historically marginalized perspectives affected by an integrated governance school leadership model in Waterbury, Connecticut. This inquiry is driven by the uproar that ensued with a particular kind of mayoral control, and the removal of a beloved Black principal, Erik Brown. Charges of racism followed as members of minoritized communities in Waterbury argued that the mostly White educational administration and leadership in the district made decisions contrary to the best interests of the over 85 percent Black and Brown student body.
520 $a I analyze policy discourses through document analysis and interviews with school leaders and prominent Black voices in Waterbury. Aligned with Stein's (2004) "culture of education policy" critical perspective, I discuss ways Culturally Responsive Leadership (Khalifa, Gooden, and Davis, 2016) contribute to decolonizing the culture of deficit thinking in educational policy discourses and practices in schools. Key concepts are "strategic essentialism" and "Decolonizing the Culture of Education / Policy and Leadership" (DC/PL).
520 $a This life history study is grounded in Isabelle Wilkerson's (2010) Great Migration framework, as southern migration helped shaped the city's Black and minoritized communities. I analyze participants' life stories through decolonizing lenses and culturally responsive school leadership tools to foreground how members of Black and historically minoritized communities cope with imposing school leadership discourses and practices. Waterbury's minoritized community members' perspectives are empowered in this study in order to analyze mayoral control and turnaround policy implementation.
520 $a This study found that the voices of minoritized community members were not included, and at best marginalized. African American and other minoritized community members' insight and perspectives---voices of educators and elected officials---were silenced under culture of education policy discourses operating in Waterbury.
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