http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Dismantling disproportionality in practice
a guide to fostering culturally responsive districts and schools
Introduction -- The state of the work -- So what can this active equity work look like? -- Moving systems -- Setting the table for systems work: processes for CR-SE engagement -- Authentic CRSE: tackling beliefs Through self to system reflection and action -- Why culturally responsive-sustaining education (CR-SE)? -- Foundational understandings (preconditions) critical to CRSE and self to system work -- Starting with self: bringing in the self to interrogate values and beliefs -- From foundational understandings to CRSE self to system application -- Connecting self to system -- Critical questions -- Understanding the root cause analysis process -- Framing the importance of the root cause process -- Pre-conditions for root cause analysis -- The root cause analysis process -- Root cause analysis tools -- Promising system shifts -- Conclusion -- Critical questions -- Applying an inquiry approach: an example root cause analysis process -- Garner Central School District: applying a root cause analysis -- Grounding the work in a moral imperative -- District data analysis -- Examining key policies and practices -- Policy and practice: code of conduct and discipline referral forms examples -- Policies and practices for: advanced placement/honors/international baccalaureate -- Examining staff beliefs -- Policy and practice: code of conduct and discipline referral forms examples -- Examining staff beliefs -- Getting to root causes -- Action planning after a root cause analysis -- Directions as you move through action planning -- Action planning tip -- Avoiding detours: district successes and challenges -- Conclusion -- Critical questions -- How can districts and schools leverage student voice in addressing disproportionality? -- (Re)defining disproportionality -- Solidifying sustaining youth-adult partnerships -- Establishing the partnership -- Establishing a contact zone -- Political education -- The YPAR project -- Conclusion -- Critical questions -- Conclusion -- From self to system -- Commitment to doing the work: voices from CfD CR-SE work -- District example building educator and systemic capacity -- Conclusion and what Is next?
Maria G. Hernandez, Reed Swier and Hui-Ling Sunshine Malone ; foreword by Pedro A. Noguera.
Includes bibliographical references and index.
New York, NY : Teachers College Press, [2024]