Tricia Kress, PhD is a Professor in the Educational Leaderships for Diverse Learning Communities EdD program at Molloy University in Rockville Centre, NY. She has been working with teachers and young people in urban schools for over two decades. Her research is situated at the nexus of critical pedagogy, curriculum studies, and educational leadership. Warren E. Whitaker, PhD, is Assistant Professor in the Educational Leadership for Diverse Learning Communities EdD program at Molloy University. He has spent the last 18 years working in the education field as an equity, justice-focused practitioner and researcher. His research focuses on disabled and racially minoritized student experiences in education, postsecondary education transition, ADHD, and the intersection of leadership, critical pedagogy, and neoliberal education. Kathryn (Katie) Strom is an Associate Professor of Educational Leadership at California State University, East Bay, Director of CSUEB's Center for Research on Equity and Collaborative Engagement (CRECE), and co-founder of the Posthuman Research Nexus (a global organization that supports and connects scholars engaging in posthuman and other complexity perspectives). Dr. Strom's research combines multiple critical and complex theories to study teacher learning and practice (particularly in support of multilingual learners), as well as to advocate more broadly for more relational, difference-affirmative ways of thinking-being-doing in education and academia. The latter includes her commitment to supporting doctoral students and early career scholars to successfully navigate the hidden curriculum of writing a dissertation and publishing afterward. A scholar of teaching and learning, Dr. Strom has used her knowledge of social justice, scaffolding, and systemic functional linguistics to develop lessons and workshops to support her doctoral students and junior academics in their writing over the last decade. Her most recent book, Scaffolding the Language of Power: An Apprenticeship in Writing at the Doctoral Level, turns these lessons into a comprehensive and interactive guide for doctoral-level writing. She is also the co-author of Becoming-Teacher: A Rhizomatic Look at First Year Teaching and Decentering the Researcher in Intimate Scholarship: Critical Posthuman Methodological Perspectives, along with many peer-reviewed articles and several special issues. Her most current work is in partnership with the Smithsonian Institute's Network for Emergent Socioscientific Thinking (NESST), exploring ways to support educators and their students in shifting to the complex ways of thinking needed to create sustainable futures in the Anthropocene era.
List of Figures Introduction Part I: Unpacking Philosophies and Actions of Justice-Driven Leadership Chapter 1 Introduction to Part I and Leadership Activity #1 Chapter 2 Blooming in Adversity: A Reflection on Research About the Resilience and Leadership of Black Women Maria Vineyard Chapter 3 Believing, Becoming, and Being: Critical Leadership During Anti-CRT Times Mia Settles-Tidwell Chapter 4 Coaching Toward Social Justice Leadership: A Constructivist Approach to Reinvent Schools and Improve Student Achievement Nicole Williams Browning Chapter 5 Building Relational Capacity: An Empathy, Equity, and Identity Ethos Valena Welch Woodley Chapter 6 Black Educational MOBISM: A Contemporary Construct of the People's Knowledge Ishman Anderson Chapter 7 The Leadership Tree and Leadership Activity #2 Part II: Thinking/Doing Justice-Driven Leadership Differently Chapter 8 Introduction to Part II and Leadership Activity #3: The Soundtrack of Justice-Driven Leadership Chapter 9 "Grounding-Soaring" and "Crows Ascending" Jennifer Jervis Chapter 10 Audism Trauma Knowledge Capital Julie Rems-Smario Chapter 11 Seeking Equity and Social Justice in a "Positively Dystopian" State John W. White Chapter 12 Reflexive Leadership in Higher Education Joe Weinstein Chapter 13 Women in Facilities: Disrupting Dominant Ideologies With Courage, Activism, Organizing, and Radical Love Winnie Kwofie Chapter 14 Resistance and Affirmative Art Activity and Leadership Activity #4 Part III: Envisioning Past-Present-Future of Justice-Driven Leadership Chapter 15 Introduction to Part III and Leadership Activity #5: In These Hands: Past-Present-Future of Justice-Driven Leadership Chapter 16 African American Preservation Through Perseverance Denice Sheppard Chapter 17 Decoloniality and Leadership: Centering Blackness to Transform Schools Zoni A. Boyer Chapter 18 Indigenous Resilience and Leadership: The Kusi Kawsay Experience Donna De Gennaro and Edgar Roman Vizcarra Noriega Chapter 19 Critical Leadership Praxis for Educational Justice: Recognizing the Center, Line, and Periphery in a Boston Public School Jamel Adkins-Sharif Chapter 20 Folding Futures of Justice-Driven Leadership and Leadership Activity #6 Editor and Contributor Bios Index NOTE: Table of Contents subject to change up until publication date.