Leadership for Educational Equity: Overcoming Legacies of Colonialism
Educational Equity, Post-Colonialism, Liberation Education, Cultural Congruency, Ethnic Cohesion, Classroom Climate, Multicultural Education
Workshop leader will present post-colonial theories of liberation education (i.e., Paulo Friere, Edward Said, Vine Deloria, Derrick Bell, Peter McLaren, and James Banks). Dialogue and roundtable discussion will focus on successful leadership models and strategies for eliminating Academic Achievement Gaps between majority and minority students in post-colonial societies. Discussion will reference ISLLC Standards for Educational Leadership and NPBEA National Policy Board on Educational Administration: Preparation Programs for School Leaders. Practical examples of Culturally-Based Schools, Role of Ethnic Cohesion,Utilization of Classroom Climate Inventories, and Multicultural Education Practices implemented by Educational Leadership Professor and School District Superintendent Hennings within Indigenous, African-American and Hispanic US schools over the past forty years.
Educational Leadership and Management
Workshop Presentation in English
A paper has not yet been submitted.
Prof. J. Ronald Hennings
Superintendent of Schools, Canon School District #50
Tucson, Arizona, USA
J.Ronald Hennings is completing his fortieth year in public education, thirty-third in administration, and sixteenth as Superintendent of Schools.Professor Hennings teaches undergraduate and graduate studies in Educational Leadership, Multicultural Education, Second Language Acquisition, and Special Education for Northern Arizona University, Prescott College, Cochise College, and Pima College in Tucson and Phoenix, Arizona.Hennings has served as Minority Achievement Specialist for the US Dept. of Defense Schools-Europe, Principal, Director of Instruction, Assistant Professor of Multicultural Education (Detroit, MI), Director of American Indian Education(Annishenabe), Assistant Superintendent for Instruction (Nogales, AZ), and Superintendent (Mohave and Navajo Indigenous Nations). Professor Hennings has provided testimony on behalf of Indigenous Education to the Minnesota, Wisconsin and Arizona legislatures. Hennings has authored and co-authored numerous position papers on public education funding, second language acquisition education, minority achievement differentiation, including 'Multicultural Education: K-6 and 7-12'. Hennings serves as QAR Evaluation Team Leader for North Central Accreditation Association. Professor Hennings is married to Joy F. Graves Navajo Health Educator and Doctoral Student in Native American Studies at the University of Arizona in Tucson.