Racial-Equity Policy as Leadership Practice: Using Social Practice Theory to Analyze Policy as Practice

Sue Feldman, Ilana Winchester


This, primarily theoretical, paper takes up the longstanding problem of the disconnection between education policy and leadership practice. The authors propose the use of social practice theory as a tool for educational leaders at the state, school district, and school levels, to eliminate the disconnection between policy design and leadership action. Using Oregon as an example, the authors illustrate a relationship between equity-policy design and leadership practice that may help identify weaknesses and strengths in equity-policy designs and ultimately support better equity policy for leadership practice.




leadership, policy, institutionalized racism

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DOI: http://dx.doi.org/10.18251/ijme.v17i1.855

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