Culturally Responsive Supervision as Humanization and Self-Determination
Saved in:
| Title: | Culturally Responsive Supervision as Humanization and Self-Determination |
|---|---|
| Language: | English |
| Authors: | Muhammad Khalifa |
| Source: | Journal of Educational Supervision. 2025 8(2):110-115. |
| Availability: | UB ScholarWorks. Graduate School of Education, University at Buffalo, 119 Foster Hall, 300 Hayes Road, Buffalo, NY 14214. e-mail: scholarworks@buffalo.edu; Web site: https://scholarworks.lib.buffalo.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Culturally Relevant Education, Humanization, Self Determination, Instructional Leadership, Mentors, Supervision, Teacher Supervision, Teacher Administrator Relationship |
| Abstract: | The studies represented in this collection illuminate a profound shift occurring in the field of instructional supervision and leadership. Although situated in different contexts, each manuscript converges upon the same deeply ethical and humanizing question: What does it mean to supervise, mentor, support, and evaluate educators in ways that restore dignity, honor community knowledge, and move schools toward justice? Here is what our field has missed: this is not a technical question. It is not about calibrating rubrics, tightening accountability structures, or mastering evaluation protocols. It is, instead, a question that reaches into the heart of schooling as a sociopolitical and historical project. Supervision is a site where power is enacted and contested, where the humanity of teachers and students can be either diminished or affirmed. It is a site where leaders decide whether they will reproduce colonial, corporate, and racialized systems of sorting, or whether they will participate in transforming them. Unfortunately, until now, it has largely been the former. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501997 |
| Database: | ERIC |
| Abstract: | The studies represented in this collection illuminate a profound shift occurring in the field of instructional supervision and leadership. Although situated in different contexts, each manuscript converges upon the same deeply ethical and humanizing question: What does it mean to supervise, mentor, support, and evaluate educators in ways that restore dignity, honor community knowledge, and move schools toward justice? Here is what our field has missed: this is not a technical question. It is not about calibrating rubrics, tightening accountability structures, or mastering evaluation protocols. It is, instead, a question that reaches into the heart of schooling as a sociopolitical and historical project. Supervision is a site where power is enacted and contested, where the humanity of teachers and students can be either diminished or affirmed. It is a site where leaders decide whether they will reproduce colonial, corporate, and racialized systems of sorting, or whether they will participate in transforming them. Unfortunately, until now, it has largely been the former. |
|---|
