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Educ. Sci. 2016, 6(4), 33; doi:10.3390/educsci6040033

Toward Culturally Sustaining Leadership: Innovation beyond ‘School Improvement’ Promoting Equity in Diverse Contexts

1
Faculty of Education and Social Work, University of Auckland, 74 Epsom Avenue, Epsom, Auckland 1023, New Zealand
2
School of Education, Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland 0627, New Zealand
*
Author to whom correspondence should be addressed.
Academic Editor: James Albright
Received: 8 August 2016 / Revised: 20 September 2016 / Accepted: 21 September 2016 / Published: 26 September 2016
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Abstract

Whilst school principals and educational leaders are increasingly constrained by standardized assessment results and student achievement, persistent achievement gaps continue to separate poor and historically underserved students from their wealthier mainstream peers in the United States (US) and similar countries. Unprecedented levels of cultural, linguistic, ethnic, racial, and gender school diversity underscore these phenomena. As a result, leadership for ‘school improvement’ has become the norm and as evidenced by chronic academic disparities, ineffective. This review article considers culturally sustaining leadership as an innovative practice to promote and advance equity in schools. View Full-Text
Keywords: culturally sustaining leadership; innovative leadership; school improvement; diversity; social justice and equity culturally sustaining leadership; innovative leadership; school improvement; diversity; social justice and equity
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Santamaría, L.J.; Santamaría, A.P. Toward Culturally Sustaining Leadership: Innovation beyond ‘School Improvement’ Promoting Equity in Diverse Contexts. Educ. Sci. 2016, 6, 33.

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