SEARCH WITHIN CONTENT
Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 30, Issue 1, Pages 25-38, DOI: https://doi.org/10.21307/jelpp-2015-004
License : (CC BY-NC-ND 4.0)
Published Online: 21-April-2019
This article is based on an ethnography conducted over a six year period that used participant observation, photography, focus groups, and interviews to discover and describe the emergent school culture and the lived experiences of female secondary students in an all-girls college preparatory school. This article shares the story of a group of women educators who created a novel school culture, and the female students who meet them there, to disrupt and transform the dailiness of sexism, racism, and classism. Through a commitment to building a supportive school culture that includes developing robust relationships and forefronting the voices of women, this community of learners is working in a very socially just way so as to confront the past and interrupt the present, and revolutionize future trajectories of historically minoritized peoples.
Baldwin, W. (2011). Creating ‘safe spaces’ for adolescent girls. Promoting healthy, safe, and productive transitions to adulthood series, brief no. 39. All briefs available via The Population Council at: www.popcouncil.org/publications/serialsbriefs/TABriefs.asp
Brooks, J. S. & Arnold, N. W. (Eds.) (2013). Antiracist school leadership: Toward equity in education for America’s students. Charlotte, NC: Information Age Publishing.
Clark, J. V. (2014). Closing the achievement gap from an international perspective. Netherlands: Springer Publishing.
Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago, IL:
University of Chicago Press.
Fielding, M. (2004). Transformative approaches to student voice: theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295-311.
Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2),123-141.
Goal Programme (2009). Creating a Safe Space. London, England: Standard Chartered Bank. Additional information available at: http://goalprogramme.org/
Greene, M. E., Cardinal, L., & Goldstein-Siegel, E. (2009). Girls Speak: A New Voice in Global Development: A Girls Count Report on Adolescent Girls. The International Center for Research on Women (ICRW). Report available at: www.icrw.org
HGHW (Collaborative Fund for Healthy Girls, Healthy Women). (2001). The New Girls’ Movement:
Implications for Youth Programs. The Ms. Foundation for Women. Report available at: www. ms.foundation.org
Jean-Marie, G. & Mansfield, K. C. (2013). Race and racial discrimination in schools: School leaders’ courageous conversations. In J. S. Brooks & N. W. Arnold, (Eds.) Anti-racist school leadership: Toward equity in education for America’s students (pp. 19-36). Charlotte, NC: Information Age Publishing.
Jeffrey, B. (2008). Characterising social settings as the basis for qualitative research in ethnography. In: G.
Walford (Ed.), How to do educational ethnography (pp. 141-164). London, UK: The Tufnell Press.
Jensen, E. (2006). Enriching the brain: How to maximize every learner’s potential. San Francisco, CA: JosseyBass.
Lawrence-Lightfoot, S., & Hoffman Davis, J. (1997). The art and science of portraiture. San Francisco, CA:
Lawrence-Lightfoot, S. & Davis, J. H. (2002). The art and science of portraiture. San Francisco: Jossey-Bass.
Mansfield, K. C. (2011). Troubling Social Justice in a Single-sex Public School: An Ethnography of an Emerging School Culture. Unpublished dissertation: The University of Texas at Austin.
Mansfield, K. C. (2013). I love these girls - I was these girls: Women leading for social justice in a single-sex public school. Journal of School Leadership, 23(4), 634-657.
Mansfield, K. C. (2014a). How listening to student voices can inform and strengthen social justice research and practice. Educational Administration Quarterly, 50(3), 392 - 430.
Mansfield, K. C. (2014b). ‘More than a school’: Providing a safe space for girls to rewrite, direct, and act their life stories. In W. S. Newcomb & K. C. Mansfield (Eds.). Women interrupting, disrupting, and revolutionizing educational policy and practice (pp. 59-78). Charlotte, NC: Information Age Publishing, Inc.
Mansfield, K. C. (2015). Giftedness as property: Troubling whiteness, wealth, and gifted education in the US. International Journal of Multicultural Education, 17(1), 121-142.
Mansfield, K. C. & Jean-Marie, G. (2015). Courageous conversations about race, class, and gender: Voices and lessons from the field. International Journal of Qualitative Studies in Education, 28(4), xx-xx.
Mansfield, K. C., Welton, A., Halx, M. D. (2012). Listening to student voice: Toward a more inclusive theory for research and practice. In: C. Boske & S. Diem (Eds.), Global leadership for social justice: Taking it from field to practice (pp. 21-41). Bingley. United Kingdom: Emerald Publishing.
McNae, R. (2014). “Activism and community engagement to promote girls and women: To have voice and choice.” In W. S. Newcomb & K. C. Mansfield (Eds.). Women interrupting, disrupting, and revolutionizing educational policy and practice (pp. 267-301). Charlotte, NC: Information Age Publishing, Inc.
Mitra, D. L. (2008). Amplifying student voice: Students have much to tell us about how best to reform our schools. Educational Leadership, 20-25.
Mitra, D. L. & Gross, S. J. (2009). Increasing student voice in high school reform: Building partnerships, improving outcomes. Educational Management Administration and Leadership, 37(4), 522-543.
Sands, D. I., Guzman, L., Stevens, L., & Boggs, A. (2007). Including student voice in reform. Students speak out. Journal of Latinos in Education, 6(4), 323-345.
Singleton, G. E.. & Linton, C. W. (2005). Courageous conversations about race: A field guide for achieving equity in schools. Thousand Oaks, CA: Corwin Press.
Skrla, L. E., McKenzie, K. B., & Scheurich, J. J. (Eds.) (2009). Using equity audits to create equitable and excellent schools. Thousand Oaks, CA: Corwin.
Smith, R. G., Crawley, A. L., Robinson, C., Cotman, T., Swaim, M., & Strand, P. (2011). Gaining on the gap: Changing hearts, minds, and practice. New York, NY: Rowan & Littlefield.
UN Women. (2012). Safe public spaces for women and girls: What does planning and designing safe public spaces for women and girls mean? Produced by UN Women, The United Nations Entity for Gender Equality and the Empowerment of Women. Additional information available at: http://www.unwomen. org/
Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York, NY: Routledge.
Walford, G. (2008). The nature of educational ethnography. In G. Walford (Ed.), How to do educational ethnography (pp. 1-15). London, UK: The Tufnell Press.
Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage Publications.
Wolcott, H. F. (2008). Ethnography: A way of seeing, 2nd edition. New York, NY: Alta Mira Press.
Welton, A. D., Brock, B., & Perry, M. (2014). Building a youth leadership fortress: High school women of color as visible activists. In W. S. Newcomb & K. C. Mansfield (Eds.). Women interrupting, disrupting, and revolutionizing educational policy and practice (pp. 79-98). Charlotte, NC: Information Age Publishing, Inc.