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The Trouble with Leadership: How Principals Define and Undermine the Concept of Community in an Equity-Centered Initiative.

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Title: The Trouble with Leadership: How Principals Define and Undermine the Concept of Community in an Equity-Centered Initiative.
Authors: Lewis-Durham, Tiffanie1 (AUTHOR) tclewisd@uncg.edu, Saastamoinen, Monique1 (AUTHOR), Di Puorto, Arianna1 (AUTHOR)
Source: Leadership & Policy in Schools. Apr-Jun2026, Vol. 25 Issue 2, p332-351. 20p.
Subject Terms: *School principals, *Community schools, *Education & training services industry, White supremacy, Social justice, Leadership, Neoliberalism, Social groups
Geographic Terms: New York (N.Y.)
Abstract: In this study, we utilized document analysis and interviews to examine how school principals and their teams understood the concept of "community" in an equity-centered Community Schools initiative in New York City. Interviews with principals and school staff revealed that community was understood in three ways: as a process, as a place, and as a resource. While the school leaders seem well intended, we found that White supremacy ideologies and neoliberal values can influence the way leadership teams view community members and community needs, even in equity-centered initiatives. [ABSTRACT FROM AUTHOR]
Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Trouble with Leadership: How Principals Define and Undermine the Concept of Community in an Equity-Centered Initiative.
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  Data: <searchLink fieldCode="AR" term="%22Lewis-Durham%2C+Tiffanie%22">Lewis-Durham, Tiffanie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tclewisd@uncg.edu</i><br /><searchLink fieldCode="AR" term="%22Saastamoinen%2C+Monique%22">Saastamoinen, Monique</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Di+Puorto%2C+Arianna%22">Di Puorto, Arianna</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Leadership+%26+Policy+in+Schools%22">Leadership & Policy in Schools</searchLink>. Apr-Jun2026, Vol. 25 Issue 2, p332-351. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22School+principals%22">School principals</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+schools%22">Community schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+%26+training+services+industry%22">Education & training services industry</searchLink><br /><searchLink fieldCode="DE" term="%22White+supremacy%22">White supremacy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Neoliberalism%22">Neoliberalism</searchLink><br /><searchLink fieldCode="DE" term="%22Social+groups%22">Social groups</searchLink>
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  Data: In this study, we utilized document analysis and interviews to examine how school principals and their teams understood the concept of "community" in an equity-centered Community Schools initiative in New York City. Interviews with principals and school staff revealed that community was understood in three ways: as a process, as a place, and as a resource. While the school leaders seem well intended, we found that White supremacy ideologies and neoliberal values can influence the way leadership teams view community members and community needs, even in equity-centered initiatives. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/15700763.2024.2324440
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      – Code: eng
        Text: English
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        PageCount: 20
        StartPage: 332
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      – SubjectFull: School principals
        Type: general
      – SubjectFull: Community schools
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      – SubjectFull: Education & training services industry
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      – SubjectFull: White supremacy
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      – SubjectFull: Social justice
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      – SubjectFull: Leadership
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      – SubjectFull: Neoliberalism
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      – SubjectFull: Social groups
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      – SubjectFull: New York (N.Y.)
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      – TitleFull: The Trouble with Leadership: How Principals Define and Undermine the Concept of Community in an Equity-Centered Initiative.
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            NameFull: Saastamoinen, Monique
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              Text: Apr-Jun2026
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              Y: 2026
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