Multicultural Education for Educational Leaders

Abul Pitre is professor and department head of educational leadership and counseling at Prairie View A&M University, where he teaches Multicultural Education for Educational Leaders, and Leadership. He was appointed Edinboro University’s first named professor for his outstanding work in African-American education and held the distinguished title of the Carter G. Woodson Professor of Education.Tawannah Allen is an associate professor at Fayetteville State University where she teaches courses in the Educational Leadership doctoral program. Esrom Pitre is an assistant professor at the University of Houston-Clearlake where he teaches courses in Educational Leadership. Prior to working as an assistant professor at the University of Houston-Clear Lake he was the Principal of Dondaldsonville High School. During his tenure as Principal he transformed the school to make it one of distinction.

• Foreword by Floyd BeachumSeries ForewordPrefaceAcknowledgmentsIntroductionChapter 1Preparing School Leaders to Understand Multicultural Education Judith DouglasChapter 2School Leaders and Multicultural Education in Black Schools: A Critical Race Theory & Antiracist Perspective Abul Pitre and Pamela AdamsChapter 3The Cultural Awakening of a White Educator: We Can’t Lead Students .We Don’t Know Mindy VickersChapter 4Multicultural Education, Curriculum and Critical White Studies for Educators Abul Pitre & Esrom PitreChapter 5Responding to the Education Challenge: Critical Black Pedagogy for School Leaders Abul PitreChapter 6Rich Man, Poor Man: Socioeconomic Status and District Wealth as a Determinant of Student Achievement in Public Schools Seth Walter PowersChapter 7Exposing the Socially Embedded Undercurrent of Racism in the American Education System James M. BassChapter 8Multicultural Education: An Ethical, Moral, and Social Justice Imperative Abul PitreAbout the Editors

The relevance and significance of this book is based on the data-supported contention that in order for Black students to achieve in schools, it will require a concerted effort from educators and administrators. Specifically, educational professionals and school leaders will have to seriously question their assumptions about themselves, Black Americans, as well as the historical origins of inequality. Equipped with this knowledge, educational leaders will be in a stronger position to make better curriculum and instructional choices as well as more equitable classroom management decisions. Overall, the chapters in the book reinforce the notion that improving educational leaders’ skills in America’s schools will require a sincere desire to radically change perspectives and practices by integrating a rigorous and somewhat sensitive curriculum based on anti-discrimination topics.