——Countering the Idea of Color-Blind Leadership: A Reflection on Race and the Growing Pressures of the Urban Principalship

Mark A. Gooden

Abstract：Much of the history and study of leadership in general has omitted “other” perspectives in the literature. The same is true in educational leadership in general, and the principalship in particular. Starratt’s popular model of ethical leadership can offer guidance to the practicing leader as she endeavors to address these tough issues because it is the ethical thing to do to build an ethical school. Principals interested in addressing inequities in school might start with an ethic of critique will reflect on these key questions as they do their work: Who controls? Who legitimates?, and Who defines? That ethic of justice should cause leaders to ask, “How shall we govern ourselves?” This ethic involves doing work in schools in a democratic manner. Finally, leaders must be willing to do their work with an ethic of care and consider the question of, “What do our relationships ask of us?” While much of this article has employed CRT under the ethic of critique, I have attempted to push the thinking about the Black principal working in urban schools and challenges he or she faces when considering how to govern schools fairly under an ethic of justice. For instance, having an awareness that there are systems in place that often support the dominant narrative, sometimes in very subtle ways, will hopefully cause the principal to see the need for a collaborative, more inclusive structure of running the school instead of a leader in solitude who dominates. Moreover, the ethic of care will urge these principals to reconsider and recast the adversarial relationships that have been created with African-American children. An ethic of care should also compel district leaders and teachers to patiently support Black principals as they seek alternatives to suspensions. Working in this way can enable leaders to build better relationships with African-American students and make schools more welcoming for all students.

总结：Starratt流行的道德领导力的模型可以提供指导实践的领导者，因为它是通过建立一个道德的学校来解决这些棘手的问题。文中谈到护理伦理敦促校长反思和重塑非裔美国儿童的敌对关系。护理伦理也应迫使区领导和老师耐心地支持黑人校长，因为他们寻求替代的禁赛处罚。这样，才能使领导者建立与非裔美国学生更好的关系，使学校更欢迎所有学生。

来源：Educational Foundations，winter-spring 2012