Critical Domains of Culturally Relevant Leadership Learning: A Call to Transform Leadership Programs

2016 ◽  
Vol 2016 (152) ◽  
pp. 9-21 ◽  
Author(s):  
Tamara Bertrand Jones ◽  
Kathy L. Guthrie ◽  
Laura Osteen
Keyword(s):  
Culturally Relevant ◽  
Leadership Programs ◽  
Culturally Relevant Leadership

Pedagogy in Action: Teaching Culturally Relevant Leadership

2017 ◽  
Vol 11 (3) ◽  
pp. 42-47
Author(s):  
Vivechkanand S. Chunoo “V” ◽  
Kathleen Callahan
Keyword(s):  
Culturally Relevant ◽  
Culturally Relevant Leadership

Pedagogy of the Personal and Professional: Toward a Framework for Culturally Relevant Leadership

2011 ◽  
Vol 21 (4) ◽  
pp. 582-606 ◽  
Author(s):  
Sonya Douglass Horsford ◽  
Tanetha Grosland ◽  
Kelly Morgan Gunn
Keyword(s):  
Culturally Relevant ◽  
Culturally Relevant Leadership

Culturally Relevant Leadership: A Deaf Education Cultural Approach

2014 ◽  
Vol 159 (3) ◽  
pp. 296-301
Author(s):  
Catherine O’Brien ◽  
Marlon Kuntze ◽  
Thangi Appanah
Keyword(s):  
Culturally Relevant ◽  
Deaf Education ◽  
Cultural Approach ◽  
Culturally Relevant Leadership

Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review

2020 ◽  
Vol 43 (2) ◽  
pp. 108-142
Author(s):  
Rachel U. Mun ◽  
Miriam D. Ezzani ◽  
Lindsay Ellis Lee
Keyword(s):  
Gifted Education ◽  
Culturally Relevant ◽  
The United States ◽  
Systemic Reform ◽  
Hiring Practices ◽  
Deficit Thinking ◽  
Review Of The Literature ◽  
Gifted Programs ◽  
Culturally Relevant Leadership ◽  
K 12

Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States. Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education through five themes: systemic bias; equity and excellence; deficit thinking; hiring practices, training, and professional development; and parent and community networks. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.

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