Ashraf Esmail serves as the Proposal Review Lead and serves on the Publication Committee for the National Association for Multicultural Education. He is the senior editor for the Journal of Education and Social Justice and the International Journal of Leadership, Education, and Business Studies.Abul Pitre isprofessor of educational leadership at Prairie View A&M University, where he teaches courses in multicultural education 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.Antonette Aragon is an associate professor in the School of Education and the Center for Educator Preparation at Colorado State University. Utilizing feminist theory, critical race theory, LatCrit, culturally responsive teaching, and social justice emphasizing understandings of self, systemic inequities and cultural awareness, her scholarship is located at the intersections of social justice equity, educational policy and leadership, technology, and cultural relevant education. She has articles in journals including Urban Education, Multicultural Education & Technology, Teaching Education, Multicultural Teaching and Learning, and Journal of Hispanic Higher Education.

• About the NAME SeriesAcknowledgementsIntroductionJasmine WilliamsChapter 1: First, A Look Inside: Educational Leadership Student Perspectives on a SocialFoundations CourseCandace Thompson and Susan CataponoChapter 2: Rocky Boats and Rainbows: Culturally Responsive Leadership from the Margin – AnAutoethnographyAnn E. LopezChapter 3: Change your school, change the world: The Role of School Leaders in implementingSchool Wide Restorative Justice and Relational PedagogiesMartha Brown and Katherine EvansChapter 4: White High School Administrators as Racial AdvisorsByron DavisChapter 5: Changing Staff Attitudes through Leadership Development and Equity TeamsMichelle Yvonne SzparaChapter 6: Building Bridges or Isolating Families: When School Policies Conflict with Cultural Beliefs, Values, and Ways of KnowingMaría L. GabrielChapter 7: Principals, School Climate, and Social Justice: How State Compliance with National Initiatives May Not be EnoughSusan L. DoddChapter 8: Learning from Teachers: Critically Conscious Educational Leadership for EngagingDiverse Families in Title I Schools Cherrel Miller Dyce and Buffie Longmire-AvitalAbout the EditorsAbout the ContributorsIndex

This book serves as an excellent source for educational leaders to incorporate multicultural education in our schools. It provides and discusses effective strategies for leaders to ensure that all students are receiving equitable educational opportunities.