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Description
This edited volume focuses on the role that school climate and disciplinary practices have on the educational and social experiences of students of color.
About the Author
Nathern S. Okilwa is an Assistant Professor of educational leadership and policy studies at the University of Texas San Antonio. His life experiences and long career as an educator in a variety of K-12 contexts rural/urban, general/special education, alternative schooling, and international informs his research agenda. His research interests include educational and life outcomes of disadvantaged or underserved or marginalized students (e.g., low SES, culturally and linguistically diverse, racial/ethnic minorities, and special education); school leadership in diverse school contexts; and educational policy. Muhammad Khalifa is an Associate Professor in educational leadership at the University of Minnesota. His research examines how urban school leaders enact culturally responsive leadership practices. He has published in top education journals, such as Review of Educational Research, Teachers College Record, and Educational Administration Quarterly. Felecia M. Briscoe earned her doctorate in the foundations of education from the University of Cincinnati and has spent over 20 years studying the way power works in and through schools. She has published two books, Becoming Critical: The Emergence of Social Justice Scholars and The Power of Talk: How Words Change Our Lives. She has also published numerous articles.
About the Author
Nathern S. Okilwa is an Assistant Professor of educational leadership and policy studies at the University of Texas San Antonio. His life experiences and long career as an educator in a variety of K-12 contexts rural/urban, general/special education, alternative schooling, and international informs his research agenda. His research interests include educational and life outcomes of disadvantaged or underserved or marginalized students (e.g., low SES, culturally and linguistically diverse, racial/ethnic minorities, and special education); school leadership in diverse school contexts; and educational policy. Muhammad Khalifa is an Associate Professor in educational leadership at the University of Minnesota. His research examines how urban school leaders enact culturally responsive leadership practices. He has published in top education journals, such as Review of Educational Research, Teachers College Record, and Educational Administration Quarterly. Felecia M. Briscoe earned her doctorate in the foundations of education from the University of Cincinnati and has spent over 20 years studying the way power works in and through schools. She has published two books, Becoming Critical: The Emergence of Social Justice Scholars and The Power of Talk: How Words Change Our Lives. She has also published numerous articles.
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