{"title":"牛仔认识论:农村学校和地区领导对多样性和社会正义的追求","authors":"W. Holmes","doi":"10.2478/jelpp-2023-0003","DOIUrl":null,"url":null,"abstract":"Abstract This qualitative study focuses on the intersectionality of race and rurality by looking at the responses of Wyoming principals and superintendents to the issues of diversity and social justice within Wyoming. The responses are presented and analyzed through a new framework called Cowboy Epistemology, and the Cultural Competency Continuum (Lindsey et al., 2009). It appears that despite double-digit increases in diversity between 2010 and 2018, some Wyoming school and district administrators continue to demonstrate actions and practices congruent with the demographic divide, cultural homophily, and Whiteness along with cultural worldviews that suggest a failure to: (1) value diversity, (2) engage political organizations and individuals in a manner that advocates for the needs of diverse students, (3) implement multicultural instruction beyond superficial means, and (4) engage the community in tolerance for others who are different from the traditional White Wyoming ranching, conservative, materials extraction, isolationist way of life. While outliers and standards for social justice and diversity exist in Wyoming among and for administrators, more needs to be done to prepare and train administrators to engage in culturally proficient and sustaining instructional leadership so that administrators can serve all students, engage in community leadership, and resist the negative influences of Cowboy Epistemology, demographic divide, cultural homophily, and Whiteness. Chief among the more needs to be done for Wyoming administrators is the adoption of culturally responsive school and culturally sustaining instructional leadership practices and training on the culturally proficient continuum.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"37 1","pages":"39 - 58"},"PeriodicalIF":0.0000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Cowboy epistemology: Rural school and district leadership for diversity and social justice\",\"authors\":\"W. Holmes\",\"doi\":\"10.2478/jelpp-2023-0003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This qualitative study focuses on the intersectionality of race and rurality by looking at the responses of Wyoming principals and superintendents to the issues of diversity and social justice within Wyoming. The responses are presented and analyzed through a new framework called Cowboy Epistemology, and the Cultural Competency Continuum (Lindsey et al., 2009). It appears that despite double-digit increases in diversity between 2010 and 2018, some Wyoming school and district administrators continue to demonstrate actions and practices congruent with the demographic divide, cultural homophily, and Whiteness along with cultural worldviews that suggest a failure to: (1) value diversity, (2) engage political organizations and individuals in a manner that advocates for the needs of diverse students, (3) implement multicultural instruction beyond superficial means, and (4) engage the community in tolerance for others who are different from the traditional White Wyoming ranching, conservative, materials extraction, isolationist way of life. While outliers and standards for social justice and diversity exist in Wyoming among and for administrators, more needs to be done to prepare and train administrators to engage in culturally proficient and sustaining instructional leadership so that administrators can serve all students, engage in community leadership, and resist the negative influences of Cowboy Epistemology, demographic divide, cultural homophily, and Whiteness. Chief among the more needs to be done for Wyoming administrators is the adoption of culturally responsive school and culturally sustaining instructional leadership practices and training on the culturally proficient continuum.\",\"PeriodicalId\":33385,\"journal\":{\"name\":\"Journal of Educational Leadership Policy and Practice\",\"volume\":\"37 1\",\"pages\":\"39 - 58\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Educational Leadership Policy and Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2478/jelpp-2023-0003\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Leadership Policy and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/jelpp-2023-0003","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
本定性研究通过观察怀俄明州校长和督学对怀俄明州多样性和社会正义问题的反应,重点关注种族和乡村性的交叉性。通过一个名为牛仔认识论的新框架和文化能力连续体(Lindsey et al., 2009)来呈现和分析这些回应。尽管在2010年至2018年期间,多样性出现了两位数的增长,但怀俄明州的一些学校和地区管理者继续表现出与人口差异、文化同质性和白人性以及文化世界观相一致的行为和做法,这表明他们未能:(1)重视多样性;(2)以一种倡导不同学生需求的方式与政治组织和个人合作;(3)超越表面手段实施多元文化教学;(4)让社区包容与传统的怀俄明白人牧场、保守、物质开采、孤立主义生活方式不同的人。虽然怀俄明州的行政人员中存在社会公正和多样性的异常值和标准,但需要做更多的工作来准备和培训行政人员从事文化精通和持续的教学领导,以便行政人员能够为所有学生服务,参与社区领导,并抵制牛仔认识论,人口鸿沟,文化同质性和白人的负面影响。怀俄明州管理人员需要做的主要工作是采用文化响应型学校和文化维持型教学领导实践和文化精通连续体的培训。
Cowboy epistemology: Rural school and district leadership for diversity and social justice
Abstract This qualitative study focuses on the intersectionality of race and rurality by looking at the responses of Wyoming principals and superintendents to the issues of diversity and social justice within Wyoming. The responses are presented and analyzed through a new framework called Cowboy Epistemology, and the Cultural Competency Continuum (Lindsey et al., 2009). It appears that despite double-digit increases in diversity between 2010 and 2018, some Wyoming school and district administrators continue to demonstrate actions and practices congruent with the demographic divide, cultural homophily, and Whiteness along with cultural worldviews that suggest a failure to: (1) value diversity, (2) engage political organizations and individuals in a manner that advocates for the needs of diverse students, (3) implement multicultural instruction beyond superficial means, and (4) engage the community in tolerance for others who are different from the traditional White Wyoming ranching, conservative, materials extraction, isolationist way of life. While outliers and standards for social justice and diversity exist in Wyoming among and for administrators, more needs to be done to prepare and train administrators to engage in culturally proficient and sustaining instructional leadership so that administrators can serve all students, engage in community leadership, and resist the negative influences of Cowboy Epistemology, demographic divide, cultural homophily, and Whiteness. Chief among the more needs to be done for Wyoming administrators is the adoption of culturally responsive school and culturally sustaining instructional leadership practices and training on the culturally proficient continuum.