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Causey-Konaté, T.M. (2018). Sankofa crossing: To Katrina and back. In T.M. Causey-Konaté & M. Montgomery-Richard (Eds.), Called to Sankofa: A narrative account of African Americans leading education in post-Katrina New Orleans. Peter Lang Publishing.
Espino, M. (2018). Positionality as prologue: Encountering the self on the journey to transforming Latina/o/x educational inequities. Teachers College Record, 120(14), 1-16.
Green, T.L. (2016). School as community, community as school: Examining principal leadership for urban school reform and community development. Education and Urban Society, 50(2), 111-135.
Khalifa, M.A. (2018). Culturally responsive school leadership. Harvard Education Press.
King, J. (2017). Morally engaged research/ers dismantling epistemological nihilation in the age of impunity. AERA 2015 Presidential Address. Educational Researcher, 46(5), 211-222.
Nkulu-N’Sengha, M. (2005). African epistemology. In M.K. Asante & M. A. Mazama (Eds.), Encyclopedia of Black studies (pp. 39-44). Sage.
Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. Teachers College Press.
Tammie Causey-Konaté (tcausey@air.org) is educational equity senior advisor & senior technical assistance consultant, Center on Great Teachers and Leaders at the American Institutes for Research.
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