Nov. 14 Chapter 9 and 9
I found the terminology and idea of Social Frontiers, boundary spanners, border crossers, and advocates particularly valuable. I think this philosophy creates a clear understanding of the leadership role, in a variety of situations, not limited to diversity and social justice. I like the way boundaries were described, not as divisions, but as ”ambiguous middle ground where something is held in common”. I think this kind of thinking, will decrease the instances of having to do “border crossing” which can create a negative, or hostile position to operate from. I believe the more you can turn a border into a boundary will increase better chances for success in creating change. It made me think of situations which might require a personal border adjustment from me, and how can I determine the difference should an occasion arise.
The Scanlan and Johnson state that “school administrators–particularly building-level principals–ar uniquely positioned to engage with others–such as neighborhood residents, community activists, and colleagues in local businesses, government, and faith communities–to find and build common ground and pursue shared goals.” I see parents/principals coming forward to make these types of connections with the school and community in more affluent neighborhoods. Unfortunately, I do not see the same thing going on in lower socio-economic communities where the resources require a little more diligence to ascertain, or the families are reticent to involve themselves because they feel like they do not have valued assets to contribute. I also see a doublespeak in schools where administration decries a lack of parental involvement, yet daily praxis discourages it. Underlying this is what the book mentions about many educators wanting ‘limited’ participation from parents or community, but are not offering agency or voice to them. At the beginning of the school year I was very disturbed by something that happened. A beginning of the year packet was sent to all students. Among the various documents and emergency forms was a bright purple letter inviting parents to participate in the school. There were several items the parents could check mark to volunteer: clerical office help, clerical help at home, cafeteria help, classroom help, etc. I collected paperwork form all my students and set aside the purple papers that parents offered classroom help. The rest of the papers (3-4) had check marks for cafeteria, home, or office help and I took them to our office secretary. She told me to keep them. I explained that I had kept those pertaining to me, and that these were volunteers for other areas of the school. She took them from me and dropped them into the trash can as I walked away. When I question her action I learned that this is their routine procedure! How devaluing to these parents! How disrespectful! I addressed this issue with a new assistant principal, and we discussed a change for the future. I will be following up on this for next year. I rarely see a principal who meets with families outside of school in community spaces as suggested in the reading, however I worked for one principal who made a point to attend various community events which students or parents invited her to. I feel this added to her effectiveness as a principal in many ways.
Chapter 9 from Theoharis was, in my opinion, the most valuable of the book. My big take away is this quote, ” Many of the strategies outlined in the previous chapters will not emerge naturally, nor will they be sustained without effort. Diversity efforts (indeed any deep changes) require intentionality. As an educational leader, more than personal example is required. “Discerning how the new with both invigorate and preserve the traditional”, while effecting necessary change requires “enough diversity around the table to make those judgements and develop those processes.” Skills in building connections, spanning boundaries, crossing borders, advocacy, communication, logic, rationality, invention, empathy and understanding are essential to develop in preparation for the challenges ahead. For change to arise bottom-up, there must be effective leadership top-down as well.
The discussion about affirmative action and surrounding attitudes was interesting. I agree with the authors point here. Affirmative action may have been a positive change for it’s time, but it wasn’t good enough as reflected in minimal change. There is some reframing to be done! I believe we are ready for better answers…Answers that will come through the increased diversity we are currently working with. I believe there is more ‘diversity around the table’ and more awareness than in the past and it will be reflected in new ideas moving forward. I believe whole-heartedly that there is more good and positive in the world than bad and negative, and that the social justice story will continue to become more positive with time and continued resolve. “The only thing necessary for the triumph of evil is for good men to do nothing.” Edmund Burke
