Placating White Fragility for Indigenous Students and Communities
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| Title: | Placating White Fragility for Indigenous Students and Communities |
|---|---|
| Language: | English |
| Authors: | Cailen O'Shea (ORCID |
| Source: | Journal of Cases in Educational Leadership. 2024 27(2):36-48. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305T210087 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Whites, Advantaged, Power Structure, Emotional Response, Racial Factors, Indigenous Populations, American Indians, Indigenous Knowledge, American Indian Education, Equal Education, Educational Discrimination, School Districts, Board of Education Policy, Instructional Leadership, Stakeholders, Disadvantaged Environment, Racism, Learning Activities, American Indian Students |
| DOI: | 10.1177/15554589231208947 |
| ISSN: | 1555-4589 |
| Abstract: | What should an educational leader passionate about all students do when they are told educational equity is not allowed in their district? What does a director of Indigenous education do when funding earmarked for Indigenous students is redirected to other school priorities? What should be done when the very teachers who need training in cultural responsivity are the strongest in opposition to learning about what makes their students unique and how they can adjust their instruction to meet their students' needs? This paper examines how three Indigenous educational leaders are forced to balance Eurocentric district mandates and white fragility with the strengths and conditions of the Indigenous students and communities they serve. The authors highlight efforts for readers to gain a better understanding of the current state of public education for Indigenous students, families, and communities. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | EJ1424490 |
| Database: | ERIC |
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