- 29,00 kr
Schools can be welcoming and liberating. They can also be alienating and confining. Numerous factors influence how school communities are experienced, including the mission, cultural climate, internal and external organizational structures, as well as the role of school leaders, both formal and informal It is a complex situation where each of these aspects plays a critical role in shaping the learning environment. School principals, for instance, can structure school events in a manner that either promotes or inhibits school access to families, while teachers can enact or ignore culturally-responsive pedagogical strategies. Within the context of a growing pluralism in our school communities, the need for educational structures that encourage access and opportunity for students and families who have traditionally been marginalized is an urgent priority. The purpose of this article is to articulate a conceptual framework for school leaders that can promote such structures.