Privileged Thinking in Today's Schools: The Implications for Social Justice

Privileged Thinking in Today's Schools: The Implications for Social Justice

by David Barnett, Carol Christian, Richard Hughes, Rocky Wallace
     
 

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Privileged thinking in today's schools is alive and well and shows its ugly head in a variety of ways that often go undetected (or are not addressed) by the educators down in the trenches. In this collection of scenarios and episodes, many of which were experienced by the authors in their years as school administrators, you will find an array of provocative

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Overview

Privileged thinking in today's schools is alive and well and shows its ugly head in a variety of ways that often go undetected (or are not addressed) by the educators down in the trenches. In this collection of scenarios and episodes, many of which were experienced by the authors in their years as school administrators, you will find an array of provocative examples of social injustice in the classroom, and what you can do to prevent it in your own school community. As the authors candidly and vulnerably reveal their own 'blind spots' and biases that occurred 'on their watch,' readers will be able to take a look in the mirror as well, thus taking a critical step in better advocating for those students 'left on the fringe' in classrooms and schools.

Editorial Reviews

Stu Silberman
The authors provide a reality check regarding the importance of culture and relationships in today’s schools and the powerful impact they have on kids. This needs to be required reading for all new teachers and administrators. This book is a true difference maker!
Dr. Terry Holliday
The culture of a classroom, school, or district can be the make-or-break for student success. In this book, the authors present examples of toxic cultures in our schools that need to be addressed and then provide guiding questions to prompt readers toward action to create healthy cultures. This book offers a wonderful approach to learning and leading through story telling. It draws the reader into the book and makes an emotional impact that will drive change.”
Anthony S. Muhammad
The authors of this great work dare to see schools as more than centers for test preparation. They remind us that schools can be real agents of social change and cultivators of humanity!
Brady Link
After reading this book, there is no doubt readers will be moved to change some of the practices we all employ as educators. There are few times in one’s life that reading a book can change the way we think about education. But for me, this was such a moment. I only wish I could have had the opportunity to see this error in my ways much earlier.
Cathy Lynne Gunn
This book is on point with many of the issues that plague today's schools and asks thoughtful questions that present an opportunity for needed introspection for school leaders and professional learning communities. Readers, be ready for some honest reflection—the authors have given us a chance to address some social wrongs and privileged thinking so that today's children are provided a just environment in which to learn and excel.
Anthony S. Muhammad PhD
The authors of this great work dare to see schools as more than centers for test preparation. They remind us that schools can be real agents of social change and cultivators of humanity!
Terry Holliday
The culture of a classroom, school, or district can be the make-or-break for student success. In this book, the authors present examples of toxic cultures in our schools that need to be addressed and then provide guiding questions to prompt readers toward action to create healthy cultures. This book offers a wonderful approach to learning and leading through story telling. It draws the reader into the book and makes an emotional impact that will drive change.”

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Product Details

ISBN-13:
9781607099703
Publisher:
R&L Education
Publication date:
11/16/2010
Edition description:
New Edition
Pages:
125
Product dimensions:
6.12(w) x 9.09(h) x 0.32(d)

What People are saying about this

Terry Holliday
The culture of a classroom, school, or district can be the make-or-break for student success. In this book, the authors present examples of toxic cultures in our schools that need to be addressed and then provide guiding questions to prompt readers toward action to create healthy cultures. This book offers a wonderful approach to learning and leading through story telling. It draws the reader into the book and makes an emotional impact that will drive change.”
Cathy Lynne Gunn
This book is on point with many of the issues that plague today's schools and asks thoughtful questions that present an opportunity for needed introspection for school leaders and professional learning communities. Readers, be ready for some honest reflection—the authors have given us a chance to address some social wrongs and privileged thinking so that today's children are provided a just environment in which to learn and excel.
Anthony S. Muhammad
The authors of this great work dare to see schools as more than centers for test preparation. They remind us that schools can be real agents of social change and cultivators of humanity!
Stu Silberman
The authors provide a reality check regarding the importance of culture and relationships in today’s schools and the powerful impact they have on kids. This needs to be required reading for all new teachers and administrators. This book is a true difference maker!
Brady Link
After reading this book, there is no doubt readers will be moved to change some of the practices we all employ as educators. There are few times in one’s life that reading a book can change the way we think about education. But for me, this was such a moment. I only wish I could have had the opportunity to see this error in my ways much earlier.

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Meet the Author

David Barnett is chair of the Department of Foundations and Graduate Studies in Education at Morehead State University (MSU). He joined the faculty at MSU in 2002 after serving for more than 27 years in four school districts including middle school teacher, instructional supervisor, federal programs coordinator, finance officer, assistant superintendent, and superintendent. Carol Christian is a district achievement gap coordinator with the Kentucky Department of Education. She is an adjunct professor, completing her doctorate with the University of Louisville. Her educational journey has taken her from the classroom as a K-12 Physical Education teacher, to a middle school principal and author. Richard Hughes, whose career in public education began in 1968, retired in 2006 after having served as a principal in three large Kentucky high schools and superintendent in two school districts. Since that time, he has been a full-time instructor, teaching school leadership courses for Morehead State University. Rocky Wallace is a full-time instructor at Morehead State, and a former principal of a U.S. Blue Ribbon School in Kentucky. He has served at the Kentucky Department of Education as a leadership consultant to principals, and at the Kentucky Educational Development Corporation as the Director of Instructional Support.

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