Paperback : $47.97
What does it mean to lead while Black in America? How do Black educators lead for equity to ensure a quality academic experience for Black children when calls for equality are routinely discredited in our post-racial context? Through this book, Floyd Cobb passionately and honestly draws from his personal and professional experiences to describe his path to accepting the harsh realities of being an equity-minded Black leader in K-12 schools. Offered through the performance of autoethnography, Cobb highlights and gives voice to the often-unacknowledged vulnerability of equity-minded Black leaders who work in suburban contexts. Using the era of the Obama presidency as the backdrop for this work, Cobb illuminates the challenges and complexities of advocating for marginalized children who come from a shared racial heritage in a society that far too often are reluctant to accept such efforts. Through Leading While Black, emerging and aspiring Black leaders will be reminded that they are not alone in their struggles, but must nonetheless persist if we are to do our part in making education a better experience for our children.
Floyd Cobb is a central office administrator in a K-12 school district and is an adjunct professor with the University of Denver. He is a scholar-practitioner devoted to issues equity and holds a Doctorate of Philosophy from the University of Denver.
What does it mean to lead while Black in America? How do Black educators lead for equity to ensure a quality academic experience for Black children when calls for equality are routinely discredited in our post-racial context? Through this book, Floyd Cobb passionately and honestly draws from his personal and professional experiences to describe his path to accepting the harsh realities of being an equity-minded Black leader in K-12 schools. Offered through the performance of autoethnography, Cobb highlights and gives voice to the often-unacknowledged vulnerability of equity-minded Black leaders who work in suburban contexts. Using the era of the Obama presidency as the backdrop for this work, Cobb illuminates the challenges and complexities of advocating for marginalized children who come from a shared racial heritage in a society that far too often are reluctant to accept such efforts. Through Leading While Black, emerging and aspiring Black leaders will be reminded that they are not alone in their struggles, but must nonetheless persist if we are to do our part in making education a better experience for our children.
Floyd Cobb is a central office administrator in a K-12 school district and is an adjunct professor with the University of Denver. He is a scholar-practitioner devoted to issues equity and holds a Doctorate of Philosophy from the University of Denver.
List of Illustrations – Prologue – Acknowledgments – Preface – Critical Moments in Postracial America – Between Carlton Banks and Django Unchained: Racism as Humiliation – The Miseducation of the Black Leader – Leading While Black – Still Fighting for Freedom: #BlackLeadershipMatters.
Floyd Cobb is a central office administrator in a K–12 school district and is an adjunct professor with the University of Denver. He is a scholar-practitioner devoted to issues equity and holds a Doctorate of Philosophy from the University of Denver.
“It is important to understand that Black leadership in North
America has always been situated within a racialized context. Fanny
Jackson Coppin, Mary McLeod Bethune, Carter G. Woodson, and Stokely
Carmichael were all educational leaders critiqued and criticized by
white society for their progressive efforts and initiatives to
eradicate economic, political, and educational oppression among
African Americans. Leading While Black: Reflections on the Racial
Realities of Black School Leaders Through the Obama Era and Beyond
takes up the complex work of Black leadership for educational
equity by using riveting personal narrative to deconstruct inherent
tensions and challenges. Floyd Cobb answers important questions
such as ‘How does the Black experience make our leadership
challenges unique?’ and ‘What are ways to successfully engage in
this transformational work in Black bodies that are deliberately
and subconsciously profiled in practically every sphere of American
life?’. Cobb also presents a framework demonstrating important
relationships between equity-mindedness, racial battle fatigue, and
racial realism that advances what we know about equity work
pathways to naïve hope or committed struggle. This book immediately
hooks the reader through personal story, but a complex structural
analysis exudes and Cobb ends with inspiration and expectancy for
Black leaders in the struggle for educational equity. This book is
a must read!"—Nicole M. Joseph, Teaching and Learning, Vanderbilt
University
“In this extremely important book, Floyd Cobb guides readers
through powerful autobiographical accounts of his journey in
schools and education. From his early years as a student in mostly
White schools to his current role as an educational leader and
researcher, readers experience vivid first-person accounts of what
it [still] means to live, work, and learn in a society that is far,
far from post-racial. With precision and fortitude, Cobb poses and
answers a provocative question: What does it mean to lead while
Black? Indeed, at a time of serious political, social, economic,
and educational uncertainty, Cobb reminds us all that we must
study, work to more clearly understand, and situate issues of race,
human suffering, and systemic inequity at the very center of our
work as those committed to equity in education! If you want to be
re-energized to fight for social justice for all students, read
this book!”—H. Richard Milner IV, Helen Faison Endowed Chair of
Urban Education, University of Pittsburgh; Author of «Rac(e)ing to
Class»
 |
Ask a Question About this Product More... |
|
