This counternarrative study positions two distinct bodies of literature in conversation: mid-level district leadership in the literature on educational change and anti-racist approaches to leadership framed through Critical Race Theory and Critical Whiteness Studies. Interviews with twelve, mid-level district leaders committed to anti-racism in…

In this article, we outline some of the vital measurements of racism and anti-blackness as a macro system in education. We contend that principal preparation programs have not explicitly prioritized anti-racist school leadership, while often resisting the possibilities of solidarity or "one mic" of knowledge to increase anti-racist…

Anti-Black racism and White supremacy continue to have dire impact on the lives and educational outcomes of Black people and students in educational spaces. Examining ways in which this form of racism is disrupted, confronted, and challenged in education and schooling is important not only to Black students, scholars, practitioners, and staff, but…

This study explored the ways in which the race-gendered identities and lived experiences of Black male K-12 public and independent school leaders inform their leadership in support of students, community, and village. The study draws from critical theories and perspectives, including a framework of Black Masculine Caring (BMC), critical race…

This article examines liberatory pedagogical practices utilized in graduate level courses offered within an educational leadership preparation program (ELPP). The research explores how these tools support the development of culturally responsive school leadership and actively anti-racist leaders in a program purporting to develop social…

Media reports have detailed the growing prevalence of incidents of racism and racial violence in K-12 schools and districts throughout the United States. The public nature of these incidents often requires a formal response from school and district leadership in the form of a press release, letter, or public statement. This study is an analysis of…

This article situates the counternarrative of three African American female school principals and their leadership practices toward equity using a critical race theory framework (CRT). The data come from a larger exploratory study that addressed the understanding of the so-called achievement gap by school leaders. Four prevalent themes emerged…

In this article, authors offer a CRT [Critical Race Theory]-driven analysis of in-depth interview data from two African American principals charged with turning around poverty-impacted, largely African-American populated schools. Both served as social justice-oriented leaders who countered traditional administrative approaches and disrupted…

Black boys in racially segregated urban schools are vulnerable to the trappings of the school-to-prison-pipeline. In this article, I use narrative inquiry and critical race theory (CRT) to examine the stories of two elementary school principals struggling to create more inclusive schools for Black boys with emotional disabilities (ED) in a…

In the field of education, critical conversations focusing on race and race relations are of primary importance given the continued inequities within our society. Statistically, public schools continue to be racially and socioeconomically separate and unequal. In our continued efforts to address such inequities, this study examines the ways in…