FACING RACISM IN PUBLIC AND PRIVATE SCHOOLS: PRACTITIONER INQUIRY AS A TOOL FOR LEADERS WORKING TO CREATE A MORE POSITIVE RACIAL CLIMATE IN THEIR SCHOOLS

Abstract

By taking an inquiry stance toward their practice, school leaders can develop a systematic approach for investigating their school’s racial climate, and in doing so, can generate localized knowledge in order to inform and inspire change. This paper highlights the practitioner inquiries of three school leaders who made efforts to better understand their students’ perspectives about race and experiences with racism in their schools; in doing so, this paper illustrates the ways in which school leaders can learn from students when they take the time to deeply and authentically listen. This paper, which is framed by the university faculty member who supported each of the school leaders with their inquiries, illustrates the ways in which practitioner inquiry can be a powerful learning tool for school leaders, while simultaneously creating opportunities for developing a more positive racial climate in their schools.