Acknowledgments -- Foreword / Sonya Douglass -- Introduction / Kofi Lomotey -- Part one: My early work. My beginnings: New York City, Oberlin, and Stanford -- Black principals for black students: Some preliminary observations -- African American principals: Bureaucrat/administrators and ethno-humanists -- Part two: Issues of gender. Research on the leadership of Black women principals: Implications for Black students -- The leadership of Black male principals: What the research tells us -- Part three: Justice for Black students (and people): Ethno-humanism and cultural responsiveness. Ethno-humanism: Extending its significance -- Culturally responsive pedagogy/teaching -- Culturally responsive school leadership -- What does this all mean for Black students (and Black people)? -- Afterword / Linda C. Tillman -- About the author -- Index
Summary:
In Justice for Black Students: Black Principals Matter, Kofi Lomotey begins with a two-pronged premise: (1) Black students do not receive a quality education in US public (or private) schools, and (2) Black principals, like Black teachers, can make a positive impact on the academic and overall success of Black students. Through the chronicling of his own work over 50 years--as a practitioner and an academic--Lomotey puts forth this argument with a focus on Black principals. In this book, he positions his 1993 coining of the term ethno-humanism--a role identity which he attributes to successful Black principals--as a fundamental/critical component of the leadership of these principals. In reprinting three of his earlier articles and sharing new information (including a review of the literature on Black male principals), he provides a broad-based description of this role identity and then links it to the more recent concepts of culturally responsive/culturally relevant teaching/pedagogy and culturally responsive/culturally relevant school leadership, before describing the implications for Black students of his own work and of other research that has been conducted on Black principals. This volume is essential reading for all educators interested in seeing a significant improvement in the academic and overall success of Black students. Preservice teachers, practitioners, and administrators will find enormous value in the book's message.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.