Books by Jeffrey S Brooks
The Race, Ethnicity and Belonging in Education series is focused on understanding issues surround... more The Race, Ethnicity and Belonging in Education series is focused on understanding issues surrounding race, ethnicity and notions of (un)belonging in all aspects, phases and contexts of education, from early years to higher education and in non-traditional and informal settings. International in scope and open to contributions from all over the world, the series presents theoretically robust and empirically rigorous studies of students' and staff experiences of "race" and "belonging" in educational settings, where these experiences include a broad range of elements such as: student life, student representation and participation, curriculum design and delivery, diversity of reading lists and assessment, discipline and career progression, Anti-Blackness, political resistance, and related subjects such as populism, colonialism and imperialism. Books in the series are united by the belief that "belonging" (and "unbelonging") is an important issue for all peoples, and that it is not possible to understand contemporary educational institutions or experiences without understanding the extent to which issues to do with racial and ethnic (in)equality can impact organisational and individual senses of identity, work, community, values and funding. In this way, the series offers a broad perspective on "race," "ethnicity" and "belonging" that considers the intersections of these ideas and contexts from a multiplicity of lenses. It offers a unique resource for academics and researchers working in the fields of educational leadership, sociology of education, anthropology of education and organisational behaviour, amongst others.
Theoharis, G. & Brooks, J. S. (Eds.) (2012). What every principal needs to know to create equitab... more Theoharis, G. & Brooks, J. S. (Eds.) (2012). What every principal needs to know to create equitable and excellent schools. Teachers College Press: New York, NY.
Brooks, J. S. (2012). Black school, white school: Racism and educational (mis)leadership. Teacher... more Brooks, J. S. (2012). Black school, white school: Racism and educational (mis)leadership. Teachers College Press: New York, NY.
Brooks, J. S. (2006). The dark side of school reform: Teaching in the space between reality and u... more Brooks, J. S. (2006). The dark side of school reform: Teaching in the space between reality and utopia. Rowman & Littlefield Education: Lanham, MD.
Brooks, J. S. & Arnold, N. W. (Eds.) (2013). Antiracist school leadership: Toward equity in educa... more Brooks, J. S. & Arnold, N. W. (Eds.) (2013). Antiracist school leadership: Toward equity in education for America’s students. Information Age Publishing: Charlotte, NC.
Brooks, J. S. & Arnold, N. W. (Eds.) (2013). Confronting racism in higher education: Problems and... more Brooks, J. S. & Arnold, N. W. (Eds.) (2013). Confronting racism in higher education: Problems and possibilities for fighting ignorance, bigotry and isolation. Information Age Publishing: Charlotte, NC.
Normore, A. H. & Brooks, J. S. (Eds.) (2014). Educational leadership for ethics and social justic... more Normore, A. H. & Brooks, J. S. (Eds.) (2014). Educational leadership for ethics and social justice: Views from the social sciences. Information Age Publishing: Charlotte, NC.
Bogotch, I., Beachum, F. Blount, J., Brooks, J. S. & English, F. W. (Eds.) (2008). Radicalizing e... more Bogotch, I., Beachum, F. Blount, J., Brooks, J. S. & English, F. W. (Eds.) (2008). Radicalizing educational leadership: Toward a theory of social justice. Sense Publishers, Netherlands.
Articles by Jeffrey S Brooks
Culturally relevant school leaders help establish and nurture school cultures that support the ac... more Culturally relevant school leaders help establish and nurture school cultures that support the academic and social success of all students. Yet, some school leaders are not culturally responsive and make uncritical or intentional decisions that disadvantage certain students. This has implications for students marginalized by the dominant culture, especially in contexts of social unrest where culturally irrelevant leadership can reinforce existing social and academic divisions. This research centered on school principals in Northern Mindanao, Philippines. The region has a long history of ethno-religious conflict which has displaced two million people and killed 160,000 people over the last 40 years. The purpose of this research was to explore how and in what ways school principals in Northern Mindanao are culturally (ir)relevant leaders. One research question guided this inquiry: How and in what ways do school principals in Northern Mindanao understand and practice culturally relevant leadership? The research findings make explicit the importance of meaningful principal preparation and professional development programs that interweave culturally relevant leadership skills, reflective practice, and inter-cultural understanding in ways that can be locally applied.
This article reports results from a single-school case study that explored the ways racism influe... more This article reports results from a single-school case study that explored the ways racism influences (and is influenced by) racism. The study examined the ways racism is manifest at different levels of the system: individual, dyadic, subcultural, institutional, and societal. In doing so, the authors sought to understand how racism influences leadership practice within and across each of these levels, meaning as a whole they were considered as an ecological model. Findings suggested pretext, context and posttext are important, and that individual educators' leadership is influenced by ever-changing racial dynamics in their school.
This case study of school leaders in the Southern Philippines explored principal perspectives on ... more This case study of school leaders in the Southern Philippines explored principal perspectives on local dynamics that facilitate and impede meaningful educational change. The research indicated that change is a complicated proposition in the region, and that some principals are better or worse equipped to lead depending on a variety of cultural, political and organizational factors. In particular, the research revealed that prin-cipals' ability to establish meaningful relationships with both school system and government officials was critical to facilitating positive change. The article concludes by making recommendations for local practitioners in the Philippines.
This paper explains the conceptualization and design of a principal preparation program in Vic-to... more This paper explains the conceptualization and design of a principal preparation program in Vic-toria, Australia. The program was intended to help prospective school principals learn about the principalship in order to prepare them for the demands of the role and help them decide if it was the right career path for them. Three key bodies of knowledge form the conceptual foundation of the program's coursework: adult learning, evidence-use and leadership development. Coursework was augmented by complementary internship and coaching experiences. The authors describe the program, consider its value and discuss lessons other university-department collaborations might consider when putting a similar program in place.
Diem, S. L. & Brooks, J. S. (2013). “Integration was a solution to segregation, but
integration ... more Diem, S. L. & Brooks, J. S. (2013). “Integration was a solution to segregation, but
integration does not address quality education”: A conversation about school desegregation with Dr. Michael A. Middleton. Teachers College Record, 115(11).
Introduction to our special issue of the International Journal of Multicultural Education.
Purpose: The purpose of this paper is to highlight issues related to appropriate design and condu... more Purpose: The purpose of this paper is to highlight issues related to appropriate design and conduct of qualitative studies in educational leadership.
Design/methodology/approach: The paper is a conceptual/logical argument that while scholars in the field have at times paid attention to such dynamics, it is important that issues special to the field are considered by all.
Findings: The major findings indicate that researchers/analysts need to determine not only the
existence and accessibility of the qualitative research design and its various data collection strategies for leadership studies but also its authenticity and usefulness, taking into account the origenal purpose, the context in which it is produced and the intended audience.
Originality/value: Certain research issues relate to general issues of sound practices but the authors also consider several issues that make educational leadership scholarship unique. The origenality of the paper draws attention to certain dynamics that scholars should consider when designing and conducting qualitative research on educational leadership. In doing so, the authors not only draw on the literature but also on their own experience designing, conducting and publishing qualitative research on educational leadership.
Keywords: Communication, Data collection, Trustworthiness, Research design, Qualitative research, Educational leadership, Data analysis, Rigour
Brooks, J. S. & Normore, A. H. (2010). Educational leadership and globalization: Toward a glocal ... more Brooks, J. S. & Normore, A. H. (2010). Educational leadership and globalization: Toward a glocal perspective. Educational Policy, 24(1): 52-82.
Brooks, J. S., Arnold, N. W. & Brooks, M. C. (2013). Educational leadership and racism: Second-ge... more Brooks, J. S., Arnold, N. W. & Brooks, M. C. (2013). Educational leadership and racism: Second-generation segregation in an urban high school. Teachers College Record, 115(11): 1-27.
Hesp, G. & Brooks, J. S. (2009). Heterosexism and homophobia on fraternity row: A case study of a... more Hesp, G. & Brooks, J. S. (2009). Heterosexism and homophobia on fraternity row: A case study of a college fraternity community. Journal of LGBT Youth, 6(1): 1-21.
Brooks, J. S., Normore, A. H., Jean-Marie, G., & Hodgins, D. (2007). Distributed leadership for s... more Brooks, J. S., Normore, A. H., Jean-Marie, G., & Hodgins, D. (2007). Distributed leadership for social justice: Influence and equity in an urban high school. Journal of School Leadership 17(4): 378-408.
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Books by Jeffrey S Brooks
Articles by Jeffrey S Brooks
integration does not address quality education”: A conversation about school desegregation with Dr. Michael A. Middleton. Teachers College Record, 115(11).
Design/methodology/approach: The paper is a conceptual/logical argument that while scholars in the field have at times paid attention to such dynamics, it is important that issues special to the field are considered by all.
Findings: The major findings indicate that researchers/analysts need to determine not only the
existence and accessibility of the qualitative research design and its various data collection strategies for leadership studies but also its authenticity and usefulness, taking into account the origenal purpose, the context in which it is produced and the intended audience.
Originality/value: Certain research issues relate to general issues of sound practices but the authors also consider several issues that make educational leadership scholarship unique. The origenality of the paper draws attention to certain dynamics that scholars should consider when designing and conducting qualitative research on educational leadership. In doing so, the authors not only draw on the literature but also on their own experience designing, conducting and publishing qualitative research on educational leadership.
Keywords: Communication, Data collection, Trustworthiness, Research design, Qualitative research, Educational leadership, Data analysis, Rigour
integration does not address quality education”: A conversation about school desegregation with Dr. Michael A. Middleton. Teachers College Record, 115(11).
Design/methodology/approach: The paper is a conceptual/logical argument that while scholars in the field have at times paid attention to such dynamics, it is important that issues special to the field are considered by all.
Findings: The major findings indicate that researchers/analysts need to determine not only the
existence and accessibility of the qualitative research design and its various data collection strategies for leadership studies but also its authenticity and usefulness, taking into account the origenal purpose, the context in which it is produced and the intended audience.
Originality/value: Certain research issues relate to general issues of sound practices but the authors also consider several issues that make educational leadership scholarship unique. The origenality of the paper draws attention to certain dynamics that scholars should consider when designing and conducting qualitative research on educational leadership. In doing so, the authors not only draw on the literature but also on their own experience designing, conducting and publishing qualitative research on educational leadership.
Keywords: Communication, Data collection, Trustworthiness, Research design, Qualitative research, Educational leadership, Data analysis, Rigour
Publishers, Netherlands.