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The Role of Formal and Nonformal Leaders in Creating Culturally Proficient Educational Practices
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Author(s): Brooke Soles (California State University, San Marcos, USA), Peter Flores III (Santa Maria Joint Union High School District, USA), Joe Domingues (Santa Maria Joint Union High School District, USA)and Francisco Solis (Joint Doctoral Program, University of California, San Diego, USA & California State University, San Marcos, USA)
Copyright: 2020
Pages: 29
Source title:
Overcoming Current Challenges in the P-12 Teaching Profession
Source Author(s)/Editor(s): Penelope D. Keough (National University, USA)
DOI: 10.4018/978-1-7998-1177-0.ch007
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Abstract
This chapter examines the role of formal and nonformal leaders in creating culturally proficient educational practices to create equity and access for all students. Transformative leadership is the foundation of this change process. Through the inside-out cultural proficiency journey, all educational stakeholders can create equity and access at the intersection of race, measurement, and conversations. This chapter introduces a study-in-progress with the following research question: What does it take for educational leaders to create and sustain change processes focused on culturally proficient educational practices so that all students achieve?
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