Call for Proposals for Chapters
Handbook of Research on Educational Leadership for Diversity and Equity
Deadline Extended: November 6, 2009
Edited by
Linda C. Tillman and James Joseph “Jim” Scheurich
Associate Editors: Colleen Capper, James Earl Davis, Andrea Evans, Gerardo Lopez, Sylvia Mendez Morse, and Grayson Noley
Over the last decade, U.S. schools have been called upon to provide an equitable and excellent education for students who traditionally have been marginalized—students of color, students from low-income homes, students with disabilities, LGBT (lesbian/gay/bisexual/transgendered) students, students in families in which English is not the dominant language, female students, and so forth.
The Handbook of Research on Educational Leadership for Diversity and Equity, a project of the American Educational Research Association, will feature chapters that reframe research within the field of educational leadership, a reframing that is consonant with the existing social, cultural, economic, and political contexts of U.S. schools.
The goal of the proposed handbook is to present theoretical and empirical scholarship that focuses on socially just educational leadership, particularly with respect to the education of diverse student populations. Additionally, the orientation of the handbook will be assets based; that is, diversity will be viewed as an asset to those individuals living it and to schools and society.
The primary audience for the handbook is the research and scholarly community. The handbook is intended to serve as a source of knowledge for the next generation of researchers and to lay the foundation for promising and significant directions for future research on leadership, diversity, equity, and social justice.
Developed under the auspices of AERA’s books program, this handbook was advanced by the editors as a Division A (Administration, Organization, & Leadership) initiative. Proposals are welcomed and encouraged from scholars with relevant research backgrounds, irrespective of AERA or division memberships.
Submission Details
Please provide a 3–5 page proposal (not including references) for the chapter you wish to write. Proposals should be in 12-point font, single spaced, with 1-inch margins.
Please use the following format for your proposal:
1. Title page, including names of submitters, institutional affiliation, rank, e-mail address, and phone number. Include the section title and topic of the chapter your proposal addresses based on the list below. (Submitters are strongly encouraged to collaborate with authors from diverse backgrounds and with doctoral students.)
2. Discussion of the expertise of all authors for the chapter you wish to write, which should include references to relevant publications of all authors.
3. Preliminary outline of your chapter, which should include a review of the scholarly and empirical research literature for the particular chapter you wish to write. The outline must also include recommendations for future research.
Proposals are due on November 6, 2009. and should be submitted electronically to Linda C. Tillman at ltillman@email.unc.edu or James Joseph “Jim” Scheurich at jscheurich@tamu.edu.
Submitters will be notified about the status of their proposal by January 2010. Submitters whose proposals are accepted will receive further instructions about submitting chapters upon notification of acceptance.The tentative publication date for the handbook is August 2011. Please contact Linda C. Tillman (ltillman@email.unc.edu) or James Joseph “Jim” Scheurich (jscheurich@tamu.edu) with any questions.
Sections and Chapters of the Handbook of Research on Educational Leadership for Diversity and Equity
Section I: The Tradition in Educational Leadership: Where We Have Come From and Where We Are Going
Chapters:
• The history and future of educational leadership as a discipline for equity, diversity, and social justice
• International school leadership for equity, diversity, and social justice
• Education politics as a field of study for equity, diversity, and social justice
• Educational policy as a field of study for equity, diversity, and social justice
• Organizational theory for equity, diversity, and social justice
Section II: Understanding and Working Successfully With Racially and Ethnically Diverse Groups in U.S. Schools
Chapters:
• African American students, communities, parents, school leaders, and teachers
• Latina/o students, parents, communities, school leaders, and teachers
• Native American students, parents, communities, school leaders, and teachers
• Asian American students, parents, communities, school leaders, and teachers
• Multi-racial/ethnic students, parents, communities, school leaders, and teachers
Section III: Understanding and Working Successfully With Language, Cultural, Social Class, Ability, Gender, and Sexual Orientation Diversity in U.S. Schools
Chapters:
• English Language Learners and their parents, communities, and cultures
• Diverse, low-income students and their parents, communities, and cultures
• Students with disabilities and their parents
• Gender discrimination: Students, teachers, and school leaders
• Lesbian/gay/bisexual/transgender/queer/intersex students, parents, communities, school leaders, and teachers
Section IV: Research on Equitable and Excellent Schools: Lessons for Leadership Practice
Chapters:
• Leadership for districts and schools that is successful with all students
• Leadership that employs standards and accountability for equitable districts and schools
• Instructional leadership for successful and equitable districts and schools
• Leveraging national and state policy toward leadership for equity and excellence
• Leadership for equity and excellence through integrated services
• Leadership for equitable access and transition into higher education
Section V: Critical Issues for Successful Schooling of All Students
Chapters:
• The schooling effects of poverty, prejudice, and discrimination
• Race and education: Lessons for school leaders from Hurricane Katrina
• School safety, including harassment and bullying
• Adequacy and equity in school finance
• Legal issues for diverse and equitable schools
• Alternative schooling
Section VI: Promoting the Preparation of Successful Leaders for Diverse, Equitable Schools
Chapters:
• Recruitment, selection, and preparation of individuals for successful leadership of diverse, equitable schools
• Programmatic issues in the preparation of successful leaders for diverse, equitable schools
• Culturally responsive leadership preparation
• Exemplary preparation programs focused on preparing leaders for equitable and excellent schools
• Evaluation of school leadership preparation programs for equity and social justice