A perspective that capitalizes on the cultural characteristics (i.e., ethnicity, language, traditions, etc.) and identity of a school community, and uses them as tools of empowerment to improve academic achievement, cultural competence, and socio-political awareness
Published in Chapter:
Language and Leadership in the Midst of Social Unrest: A Critical Analysis of Educational Leaders' Responses to Racial Violence in the Era of the Pandemic
Copyright: © 2023
|Pages: 29
DOI: 10.4018/978-1-6684-7379-5.ch005
Abstract
The civil unrest following the murder of George Floyd exerted a tremendous burden on educational institutions across the USA during the critical era of the global pandemic. Educational leaders including district leaders and principals were taxed with the responsibility of effectively communicating with their stakeholders and bringing a sense of peace and calm to the school environment. This study engaged in a critical discourse analysis of the methods these leaders used to communicate with their constituents in order to determine the extent to which they effectively utilized antiracist strategies to lead, support and build bridges during this turbulent time. Primary source documents created by these leaders were scrutinized in order to determine how they used language to challenge policies and practices within a school district to ensure a safe and supportive environment for all members of the school community. The authors suggest that additional training and resources are necessary for educational leaders to enhance effective crisis response from an anti-racist stance especially in response to issues of social justice. This chapter highlights the challenges for educational leaders in creating culturally responsive, appropriate, and timely communication with recommendations on how to connect across borders.