Disrupting Failure
How School Leaders Enable Excellence and Equity
Seiten
2026
Teachers' College Press (Verlag)
978-0-8077-8757-1 (ISBN)
Teachers' College Press (Verlag)
978-0-8077-8757-1 (ISBN)
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Critical race theory is employed to overturn entrenched assumptions about student failure for youth of color by spotlighting a transformed majority BIPOC low-income school. Educators, parents, and community members joined forces to reshape practices, cut special education referrals, and boost graduation rates.
Disrupting Failure provides a roadmap for using critical race theory (CRT) as a framework to disrupt the acceptance of school failure for students of color.
This book challenges current attacks on CRT in education, arguing that the anti-CRT rhetoric is based on falsehoods. Using examples from a majority BIPOC low-income school that was deemed failing, the authors show how the main tenets of CRT were applied to make significant academic gains for previously racially marginalized students. Readers will see how school leaders—together with teachers, students, parents, and community members—created an inclusive community of interest that disrupted the normalization of failure for these students. The school leadership team successfully actualized social justice and educational equity resulting in tangible improvements, such as lowering the rate of special education referrals and increasing the graduation rate.
Book Features:
Combats a taken-for-granted belief among educators that most students of color will not do exceedingly well in school.
Examines how a leadership team centered race and racism to re-think, re-show, and re-do school leadership.
Offers practical guidance on how teachers can re-frame their interactions with BIPOC students.
Uses examples from a racially diverse school in the Rocky Mountain West that went from low performing to being awarded the best performing middle school in the district.
Disrupting Failure provides a roadmap for using critical race theory (CRT) as a framework to disrupt the acceptance of school failure for students of color.
This book challenges current attacks on CRT in education, arguing that the anti-CRT rhetoric is based on falsehoods. Using examples from a majority BIPOC low-income school that was deemed failing, the authors show how the main tenets of CRT were applied to make significant academic gains for previously racially marginalized students. Readers will see how school leaders—together with teachers, students, parents, and community members—created an inclusive community of interest that disrupted the normalization of failure for these students. The school leadership team successfully actualized social justice and educational equity resulting in tangible improvements, such as lowering the rate of special education referrals and increasing the graduation rate.
Book Features:
Combats a taken-for-granted belief among educators that most students of color will not do exceedingly well in school.
Examines how a leadership team centered race and racism to re-think, re-show, and re-do school leadership.
Offers practical guidance on how teachers can re-frame their interactions with BIPOC students.
Uses examples from a racially diverse school in the Rocky Mountain West that went from low performing to being awarded the best performing middle school in the district.
Laurence Parker is a professor in the Department of Educational Leadership and Policy at the University of Utah. Michelle N. Amiot is the director of the Assessment and Evaluation Department for the Salt Lake City School District.
| Erscheint lt. Verlag | 24.7.2026 |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 162 x 235 mm |
| Themenwelt | Sozialwissenschaften ► Ethnologie |
| Sozialwissenschaften ► Pädagogik | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-8077-8757-4 / 0807787574 |
| ISBN-13 | 978-0-8077-8757-1 / 9780807787571 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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