Bibliographic Details
| Title: |
Dismantling disproportionality: A culturally responsive and sustaining systems approach. |
| Authors: |
Alajmi, Rasha1 |
| Source: |
Education Review (10945296). 2025, Vol. 32, p1-5. 5p. |
| Subject Terms: |
*Educational leadership, *Culturally relevant education, *Educational equalization, *Disability studies, Organizational aims & objectives, Social change, Critical race theory, Social injustice |
| Abstract: |
The article reviews *Dismantling Disproportionality: A Culturally Responsive and Sustaining Systems Approach* by María G. Hernández, David M. Lopez, and Reed Swier, which presents a systems-based model aimed at achieving equity in education through culturally responsive and sustaining practices. The book integrates critical frameworks such as Disability Studies and Critical Race Theory (DisCrit) to address structural inequities, emphasizing institutional transformation supported by practical tools like the Center for Disproportionality (CfD) model. Key themes include the necessity of culturally responsive leadership, collective efficacy, and sustained organizational commitment to overcome entrenched disparities, with case studies illustrating both successes and challenges in implementation. The work is positioned as a timely, practice-oriented resource for educational leaders seeking systemic reform, with potential relevance for diverse contexts including the Gulf Cooperation Council countries. [Extracted from the article] |
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| Database: |
Education Research Complete |
