• Subscribe

    Sign up here for our monthly newsletter.

  • Menu

    IDEAS

    What does equity require of me?

    By Tammie Causey-Konaté
    Categories: Collaboration, Equity, Learning systems/planning
    February 2023
    Multiple pandemics, including COVID-19, systemic racism, and the opioid crisis, and other international emergencies have laid bare longstanding inequities that have made access to a high-quality education out of reach for too many historically marginalized students. Moreover, research reveals that education leaders often perpetuate, even if unintentionally, the very inequities that the public relies on them to dismantle (Khalifa, 2018; Theoharis, 2009; Green, 2016). We need to reform and reinvent the education systems and practices that we have inherited. To do so, education leaders must commit to enacting a bold vision of all — not just some — students thriving. They need opportunities and support to develop and implement that vision. The “Do the Right Thing” Equity Inquiry Cycle is a systems approach to professional

    Read the remaining content with membership access. Join or log in below to continue.

    Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

    Log In
       

    References

    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.


    Senior Technical Assistance Consultant at American Institutes for Research (AIR) | + posts

    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.


    Categories: Collaboration, Equity, Learning systems/planning

    Search
    The Learning Professional


    Published Date

    CURRENT ISSUE



  • Subscribe

  • Recent Issues

    LEARNING TO PIVOT
    August 2024

    Sometimes new information and situations call for major change. This issue...

    GLOBAL PERSPECTIVES
    June 2024

    What does professional learning look like around the world? This issue...

    WHERE TECHNOLOGY CAN TAKE US
    April 2024

    Technology is both a topic and a tool for professional learning. This...

    EVALUATING PROFESSIONAL LEARNING
    February 2024

    How do you know your professional learning is working? This issue digs...

    Skip to content