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This article explores the connection between Culturally Responsive School Leadership (CRSL) and Positive School Leadership (PSL) and how both engage with a concept that deeply connects both leadership expressions – trust.

A multi-year, single site case study method examined a district-level equity leader, and her struggles and successes with promoting equity and positive culture throughout a large suburban district in the US.

Trust, established through regular interactions, allowed the district's leadership equity team to build positive relationships with building leaders. Trust was not only a mitigating factor on the relationships themselves, but also regulated the extent to which equitable practices were discussed and implemented in the district. Trust allowed conflicts to surface and be addressed that led to individual and organizational change.

The case highlights the importance of both CRSL and PSL principals, along with the idea of “soft power” in cultural change, to foster equity in schools. Established trust does not erase the difficulties of enacting CRSL/PSL, but allows the difficulties to be addressed. The authors found that dynamic, iterative, regular interactions over a long period reinforced trust allowed CRPSL to take root in the district.

The authors use a single subject case to argue that the core of empirical work moving forward should draw on an integration of culturally responsive leadership.

The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities.

The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes.

Instructional leaders can play significant and useful roles in promoting culturally responsive teaching and pedagogy in schools. Districts can establish positions in which instructional leaders can work to strengthen the culturally responsive pedagogy of every teacher in a district.

This study has implications for both research and practice. Culturally responsive school leadership (CRSL) exists in multiple spaces and at various levels in a district. CRSL is not only a school-level function, but it can also be a district-level practice. Culturally responsive instructional leaders (in this case, not principals, but coaches) can have significant impact in promoting culturally relevant pedagogy.

This contribution moves beyond school leadership and examines how district leadership practices and decisions foster culturally relevant practices and the challenges in employing this equity work.

In this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.

This reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.

This essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.

This essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.

This study aims to identify the features and characteristics of feminist elites as well as their circulation rate in official political positions. The study questions include the role of a profession, educational level, and class of origin in the recruitment of feminist elites. It stems from the hypothesis that a direct correlation exists between the mechanism of recruiting feminist elites and their characteristics, according to the criterion of class differentiation based on social status and financial wealth. The study used a complex combination of scientific methodologies, including the elite approach, which is especially important as a result of its ability to convert arguments into measurable variables, and a comparative approach was used to compare the features and characteristics of feminist elites in two reigns. From the study, it was observed that feminist elites are characterized by caste and wealth, higher educational degree, and in addition obtaining degrees from Western universities, prevailed. This result demonstrates the higher value of Western universities. The study also found that the circulation rate of political feminist elites dramatically increased in the reign of King Abdullah compared with the appointed feminist elites in the reign of King Hussein.

This introduction chapter provides context to the ubiquitous nature of school discipline disproportionality, which has morphed into what is now commonly known as school-to-prison pipeline (STPP). A sample of major studies on school discipline research is presented to highlight the breadth and depth of the impact of discipline disparity on racially, culturally, and linguistically diverse students, low-income students, and students with disabilities. We also address how the interaction between implicit or explicit racism and discipline policies and practices exacerbates STPP. We acknowledge the efforts made by school systems to reverse the STPP trend through interventions such as restorative justice and positive behavioral intervention and support (PBIS). We posit that principals and teachers are critical agents in reforming the pervasive STPP trajectory. Finally, this chapter provides a synopsis of the rest of the chapters contained in this book.

This chapter sums up the previous chapters beginning with personal life stories of how school-to-prison pipeline (STPP) disastrously affects the lives of students, most especially African American youth, Chicano youth, working-class students, and those with disabilities. From there we moved to the institutional level where the authors described factors in schools that contribute to the STPP. Also at the institutional level, contributing authors critically examined current approaches in schools, which were designed to help dismantle the STPP. Finally, from policy prospective the contributing authors explained how some existing policies could be used differently to disrupt the STPP. After each summary, we present bullet points suggesting what we (school stakeholders – leaders, faculty, etc., and policy makers) can do right now to disrupt the STPP.