"We Don't Got Time for Grumbling": Toward an Ethic of Radical Care in Urban School Leadership

Autor/in	Rivera-McCutchen, Rosa L.
Titel	"We Don't Got Time for Grumbling": Toward an Ethic of Radical Care in Urban School Leadership
Quelle	In: Educational Administration Quarterly, 57 (2021) 2, S.257-289 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rivera-McCutchen, Rosa L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X20925892
Schlagwörter	Caring; Urban Schools; African Americans; Principals; Public Schools; Administrator Attitudes; Administrator Role; Males; Critical Theory; Race; Social Justice; Interpersonal Relationship; Expectation; Success; Social Influences; Political Influences; Positive Attitudes; Leadership Styles; Minority Group Students; African American Students; Hispanic American Students; Low Income Students; Middle Schools; New York (New York) + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Afroamerikaner; Principal; Schulleiter; Public school; Öffentliche Schule; Male; Männliches Geschlecht; Kritische Theorie; Rasse; Abstammung; Soziale Gerechtigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Expectancy; Erwartung; Erfolg; Sozialer Einfluss; Political influence; Politischer Einfluss; Führungsstil; African Americans; Student; Students; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Middle school; Mittelschule; Mittelstufenschule
Abstract	Purpose: This article presents a case study of a successful Black male public urban school principal, offering a counterstory to discourses of failure in urban schools. I build on scholars' work in critical caring, the Black principalship, and radical hope to call for an expansion of narrow frameworks of effective school leadership to include an ethic of "radical care" within urban school leadership. Method: This study represents a counterstory in the tradition of critical race theory, centering the voice and perspectives of a Black male urban school principal. Using ethnographic research methods, this case study was based on prolonged and embedded engagement in the field including observations, informal and formal interviews, and document review. Data were collected and analyzed over a 2-year period. Findings: Five components of effective school leadership emerged from analysis of the data that, taken together, can be described as a "radical care" framework. These components include the following: (1) adopting an antiracist, social just stance; (2) cultivating authentic relationships; (3) believing in students' and teachers' capacity for growth and excellence; (4) strategically navigating the sociopolitical and policy climate; and (5) embracing a spirit of radical hope. Conclusion: In addition to highlighting the power of counterstories in educational leadership research, this study reinforces the critical need for leadership preparation that is grounded in antiracism and social justice, and comprises all aspects of an ethic of radical care. Furthermore, the study points to the need for targeted recruitment of Black and Latinx school leaders, particularly in urban contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01