Transforming Schools: A Practical Guide for Empowering Change Agents to Facilitate Diversity Transformation

Authors

Michael Mott

DOI

10.58809/INFU6426

Abstract

For several years now we have all been made aware via numerous media sources and publishing outlets that the demographics of United States K-12 student body and teaching faculty is rapidly transforming into an increasingly more racial, ethnic and religious melting pot representing our democratic societal milieu. Recent research has pointed out the value that a diverse teaching and learning community offers by supporting multiple viewpoints that expand the understandings we develop about ourselves and the world in order that we contribute to our democracy (Banks, 2007). Diversity textbooks cover teacher methods for best practice. Yet for elementary and secondary school principals responsible for administering to their K-12 faculty, less has been articulated about the “how” school-based administrators can lead teachers in leveraging the increasingly pluralistic student body to enhance both teaching and learning.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Rights

© The Author(s)

Comments

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Recommended Citation

Mott, Michael (2009) "Transforming Schools: A Practical Guide for Empowering Change Agents to Facilitate Diversity Transformation," Academic Leadership: The Online Journal (2003-2012): Vol. 7: Iss. 4, Article 37.
DOI: 10.58809/INFU6426
Available at: https://scholars.fhsu.edu/alj/vol7/iss4/37