Titlebook: Culturally Responsive and Socially Just Leadership in Diverse Contexts; From Theory to Actio Ann E.‘Lopez Book 2016 The Editor(s) (if appli

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The Editor(s) (if applicable) and The Author(s) 2016

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Educational Realities and Current Context,taking place in schools and communities across North America and many Western countries. It highlights the fact that this demographic shift cannot be ignored, but must be at the front and center of the educational debate. The challenges that school leaders face in light of the growing diversity in s

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Toward a Theory of Culturally Responsive and Social Justice Leadership,eaders face dealing with diversity. A model of culturally responsive leadership is posited that examines how the self is implicated,as well as the need for support and sustenance for leaders. A brief overview of the literature on social justice is included, and convergence with culturally responsive

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Culturally Responsive Leadership and Student Engagement,student engagement drawing on the findings of the research. A brief overview of the literature on student engagement is included that highlights the definitional conundrum that still exists in the field. A model of student engagement that is grounded on the principles of equity and diversity and cul

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Tensions of Practice,ay-to-day issues that arise that must be navigated, and are challenging both professionally and personally. School leaders who engage in leadership that is critical, challenge the status quo, and seek to address systemic discrimination are sometimes faced with resistance and “pushback”. These . can

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,Mentoring and Support—Collaborative Mentorship,ucational leaders who embark on a path of critical work can be mentored, supported, and sustained. Collaborative mentorship is discussed as a mentoring relationship that has the possibilities of supporting school leaders. It is a mentoring relationship that disrupts the traditional notion of protégé

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One One Cocoa Full Basket: Reflections on My Journey,nd challenge injustices. It is based on my experiences as a school administrator in two large secondary schools in Southern Ontario, Canada. The chapter utilizes an autobiographical approach to capture my reflections and recollections of moments that moved me. I share the context of my work as a sch