Search results for ""author mary rice""

This timely guide will help leaders of color succeed within white spaces while working to dismantle those spaces for a new system where they—and students—thrive.As a leader of color, what do you need to succeed in the systems that often have marginalized the populations you represent? What skills and support will help you to replace these existing systems with new ones that will better serve today's students?In Leading Within Systems of Inequity in Education, Mary Rice-Boothe addresses these questions with specific recommendations, outlining the "whys" and "hows" of 10 individual, interpersonal, and institutional competencies for leaders:1. Demonstrate self-awareness.2. Operate outside your comfort zone.3. Practice love and rage.4. Practice self-care.5. Engage in authentic dialogue.6. Attend to relationships.7. Create a coalition.8. Be patient but persistent.9. Take a stand in pursuit of a liberatory education system even if it's unpopular.10. Act to change systemic racism every day in policies, procedures, and systems.You will learn from the experiences and insights of equity officers and principals in districts of all sizes and explore key takeaways, reflection questions, and additional resources. Both inspiring and practical, Leading Within Systems of Inequity in Education is an indispensable liberation guide for overcoming obstacles and creating the path to genuine equity in schools.

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This book is the representation of a narrative inquiry conducted with five ninth grade boys that were identified as displaying multiple literacies, looking specifically at how these boys storied their literate identities. After the stories were collected, the author conducted several negotiation sessions with the boys and their parents at the school, as well as in their homes. These negotiations facilitated a methodological concept that the book terms distillation: an interim step for determining which narratives in an inquiry are emblematic. Several lenses for conceptualizing the stories of these boys were made evident during the research. An analysis of the collected stories revealed that the boys' stories moved beyond current conceptions of either identity or literacy alone and instead offered a way of defining literate identity as simultaneously being and doing literacy. In light of this definition, the boys' stories revealed plotlines that together described literate identity as a form of capital. The question of how the boys story themselves, the original research question, is ultimately answered using a meta-narrative, or archetype, where a hero distributes a boon, or gift to his society. The implications for this research include a need to examine classroom space in order to facilitate the deployment of literate identity capital, as well as space for living out the meta-narratives that these boys are composing.

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