Lauri Johnson
Datos Biográficos
| ID | 3778614 |
|---|---|
| NOMBRE | Lauri Johnson |
| NOMBRES | Lauri |
| APELLIDO | Johnson |
| FIRMA | JOHNSON L |
| AFILIACIONES | Boston College |
| ORCID | 0000-0002-4497-2376 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 56 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2000 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 5 |
Indigenous Methodologies in International Research on Indigenous Family and Community Engagement
Indigenous research methodologies have been theorized by prominent Indigenous scholars over the past few decades and advocated for in research focused on Indigenous communities for their emancipatory power to reestablish Indigenous peoples’ expertise and self-determining and sovereignty rights over education and research. Western intrusion in Indigenous education and community focused research through colonial schools and Western research methodo…
Toward culturally sustaining/revitalizing Indigenous family-school-community leadership
2022 was a year of ongoing struggle for families and communities worldwide with social inequalities, colonial legacies, educational setbacks, and health crises perpetuated by the persistent COVID-19 pandemic and White rage and violence toward People of the Global Majority (PGM). Indigenous communities in particular have been disproportionately affected by long standing structural inequalities and systemic racism. How educational institutions enga…
Successful School Leadership in the USA
This article draws on findings from a secondary analysis of selected U.S. case studies of successful school principals in the United States. All original ISSPP cases were selected with a common sampling strategy whereby we purposely selected schools with improved student outcomes and nominations by school district leaders and organizations. Data sources include semi-structured qualitative interviews with the district leaders, principal, teachers,…
Portraits of UK Black and South Asian headteachers five years on
This article analyzes the career trajectories of eight Black and South Asian headteachers who were part of a larger study of three generations of Black, Asian, and Minority Ethnic (BAME) headteachers (28) interviewed in 2015 (Johnson, 2017). Using a longitudinal life history approach and portraiture, it seeks to answer the question, “How do Black and South Asian headteachers narrate their career progression and leadership values over time?” In pa…
Multicultural education in the US and UK in the 1980s and beyond
This paper traces the beginnings of multicultural policies and programs in New York City and London during the 1980s. Using Caraballo’s analysis of intercultural and intergroup programs as a model, we apply Bell’s (1980) principle of interest convergence to examine the antecedents in both cities and detail how multicultural policies and programs were rolled back when the interests of privileged groups and working-class communities of color subseq…
Educating for Democratic Living”
This historical case study focuses on the origins, educational goals, and school reform activities of the City-Wide Citizens’ Committee on Harlem (CWCCH), a political action group in Harlem in the 1940s. An interracial and interfaith civil rights organization with a broad reform agenda, CWCCH used democracy’s rhetoric as a vehicle for social change through an extensive public awareness campaign coupled with savvy organizing, ample organizational …
Black Educational Activism for Community Empowerment
This article discusses themes emerging from studies of Black educational activism conducted in London, Toronto, and Detroit. A critical meta-analysis reveals that Black educational activists resist racism and other forms of oppression; act as border crossers and/or boundary spanners as they navigate complex community-based, institutional, and political terrains; serve as change agents from the grassroots to institutional level; and, develop and e…
Culturally Responsive Leadership for Community Empowerment
Culturally responsive leadership, derived from the concept of culturally responsive pedagogy, incorporates those leadership philosophies, practices, and policies that create inclusive schooling environments for students and families from ethnically and culturally diverse backgrounds. In this essay I extend the tenets of culturally responsive leadership beyond the school site to encompass community-based educational leadership that advocates for c…
The Routledge international companion to multicultural education, edited by J. Banks
Investing in Diversity in London Schools
This article traces the historical roots, describes the philosophy and curriculum, and analyzes the approach to leadership in Investing in Diversity, a 1-year Black-led leadership development course in the London schools. An exploratory qualitative case study approach was used to collect historical and empirical data about the program over a 2-year period (2008—2010). Findings from selected survey data indicated that the leadership course enhance…
Conversations on the African Diaspora(s) and Leadership
Multicultural Education Policies in Canada and the United States
Multicultural Education Policies in Canada and the United States uses a dialogical approach to examine responses to increasing cultural and racial diversity in both countries. It compares and contrasts foundational myths and highlights the sociopolitical contexts that affect the conditions of citizenship, access to education, and inclusion of diverse cultural knowledge and languages in educational systems
One Community's Total War Against Prejudice”
This article examines one community's attempt to educate for democratic citizenship during World War II through a community-wide tolerance program known as “The Springfield Plan.” Through the advocacy of the National Conference of Christians and Jews, Superintendent John Granrud, and Teachers College Associate Professor Clyde R. Miller, the Springfield Plan became the most well-publicized intercultural educational curriculum in the 1940s, talked …
A Generation of Women Activists
Multicultural Policy as Social Activism
Theory and research in multicultural education in the USA has largely focused on curriculum and pedagogical issues, with little attention to the development and implementation of multicultural policy. This case study of multicultural policy in the New York City schools examines the social and political context and the role of community involvement in multicultural policy development during three historical periods: (1) the intercultural education…
Making Democracy Real”
This article examines how an interracial coalition of radical teachers from the Teachers Union of New York City and community activists from the Citywide Citizens Committee on Harlem promoted Black history and intercultural curriculum materials and worked side-by-side with parents for school reform in the New York City schools during the 1930s and early 1940s. Their efforts to develop more culturally responsive schools in Harlem and Bedford-Stuyv…
My Eyes have been Opened
A life history approach was used to examine the narratives of 6 White teachers of racially diverse classrooms who had been nominated as being "aware of race and racism" by a diverse panel of experts. The teachers' responses to race were examined by semistructured interviews, a drawing of their racial identity, and a classroom visit that examined classroom artifacts and teacher-student interactions. Narrative analysis revealed that teachers' perce…
Reducing Prejudice and Stereotyping in Schools
Reducing Prejudice and Stereotyping in Schools, by Walter Stephan. New York: Teachers College Press, 1999. 143 pp. $22.95, paper. Reviewed by Lauri Johnson, The State University of New York at Buffalo. I was riding the subway to work recently while reading Reducing Prejudice and Stereotyping in Schools, a title in James A. Banks' Multicultural Education series. Staring at the title of the book, a young White woman in her thirties sitting across f…
My Eyes have been Opened
A life history approach was used to examine the narratives of 6 White teachers of racially diverse classrooms who had been nominated as being "aware of race and racism" by a diverse panel of experts. The teachers' responses to race were examined by semistructured interviews, a drawing of their racial identity, and a classroom visit that examined classroom artifacts and teacher-student interactions. Narrative analysis revealed that teachers' perce…
Black Educational Activism for Community Empowerment
This article discusses themes emerging from studies of Black educational activism conducted in London, Toronto, and Detroit. A critical meta-analysis reveals that Black educational activists resist racism and other forms of oppression; act as border crossers and/or boundary spanners as they navigate complex community-based, institutional, and political terrains; serve as change agents from the grassroots to institutional level; and, develop and e…
Making Democracy Real”
This article examines how an interracial coalition of radical teachers from the Teachers Union of New York City and community activists from the Citywide Citizens Committee on Harlem promoted Black history and intercultural curriculum materials and worked side-by-side with parents for school reform in the New York City schools during the 1930s and early 1940s. Their efforts to develop more culturally responsive schools in Harlem and Bedford-Stuyv…
A Generation of Women Activists
Multicultural Policy as Social Activism
Theory and research in multicultural education in the USA has largely focused on curriculum and pedagogical issues, with little attention to the development and implementation of multicultural policy. This case study of multicultural policy in the New York City schools examines the social and political context and the role of community involvement in multicultural policy development during three historical periods: (1) the intercultural education…
Culturally Responsive Leadership for Community Empowerment
Culturally responsive leadership, derived from the concept of culturally responsive pedagogy, incorporates those leadership philosophies, practices, and policies that create inclusive schooling environments for students and families from ethnically and culturally diverse backgrounds. In this essay I extend the tenets of culturally responsive leadership beyond the school site to encompass community-based educational leadership that advocates for c…
Investing in Diversity in London Schools
This article traces the historical roots, describes the philosophy and curriculum, and analyzes the approach to leadership in Investing in Diversity, a 1-year Black-led leadership development course in the London schools. An exploratory qualitative case study approach was used to collect historical and empirical data about the program over a 2-year period (2008—2010). Findings from selected survey data indicated that the leadership course enhance…
Conversations on the African Diaspora(s) and Leadership
Reducing Prejudice and Stereotyping in Schools
Reducing Prejudice and Stereotyping in Schools, by Walter Stephan. New York: Teachers College Press, 1999. 143 pp. $22.95, paper. Reviewed by Lauri Johnson, The State University of New York at Buffalo. I was riding the subway to work recently while reading Reducing Prejudice and Stereotyping in Schools, a title in James A. Banks' Multicultural Education series. Staring at the title of the book, a young White woman in her thirties sitting across f…
Reducing Prejudice and Stereotyping in Schools
Reducing Prejudice and Stereotyping in Schools, by Walter Stephan. New York: Teachers College Press, 1999. 143 pp. $22.95, paper. Reviewed by Lauri Johnson, The State University of New York at Buffalo. I was riding the subway to work recently while reading Reducing Prejudice and Stereotyping in Schools, a title in James A. Banks' Multicultural Education series. Staring at the title of the book, a young White woman in her thirties sitting across f…
Making Democracy Real”
This article examines how an interracial coalition of radical teachers from the Teachers Union of New York City and community activists from the Citywide Citizens Committee on Harlem promoted Black history and intercultural curriculum materials and worked side-by-side with parents for school reform in the New York City schools during the 1930s and early 1940s. Their efforts to develop more culturally responsive schools in Harlem and Bedford-Stuyv…
My Eyes have been Opened
A life history approach was used to examine the narratives of 6 White teachers of racially diverse classrooms who had been nominated as being "aware of race and racism" by a diverse panel of experts. The teachers' responses to race were examined by semistructured interviews, a drawing of their racial identity, and a classroom visit that examined classroom artifacts and teacher-student interactions. Narrative analysis revealed that teachers' perce…
Multicultural Policy as Social Activism
Theory and research in multicultural education in the USA has largely focused on curriculum and pedagogical issues, with little attention to the development and implementation of multicultural policy. This case study of multicultural policy in the New York City schools examines the social and political context and the role of community involvement in multicultural policy development during three historical periods: (1) the intercultural education…
A Generation of Women Activists
One Community's Total War Against Prejudice”
This article examines one community's attempt to educate for democratic citizenship during World War II through a community-wide tolerance program known as “The Springfield Plan.” Through the advocacy of the National Conference of Christians and Jews, Superintendent John Granrud, and Teachers College Associate Professor Clyde R. Miller, the Springfield Plan became the most well-publicized intercultural educational curriculum in the 1940s, talked …
Multicultural Education Policies in Canada and the United States
Multicultural Education Policies in Canada and the United States uses a dialogical approach to examine responses to increasing cultural and racial diversity in both countries. It compares and contrasts foundational myths and highlights the sociopolitical contexts that affect the conditions of citizenship, access to education, and inclusion of diverse cultural knowledge and languages in educational systems
The Routledge international companion to multicultural education, edited by J. Banks
Investing in Diversity in London Schools
This article traces the historical roots, describes the philosophy and curriculum, and analyzes the approach to leadership in Investing in Diversity, a 1-year Black-led leadership development course in the London schools. An exploratory qualitative case study approach was used to collect historical and empirical data about the program over a 2-year period (2008—2010). Findings from selected survey data indicated that the leadership course enhance…
Conversations on the African Diaspora(s) and Leadership
Culturally Responsive Leadership for Community Empowerment
Culturally responsive leadership, derived from the concept of culturally responsive pedagogy, incorporates those leadership philosophies, practices, and policies that create inclusive schooling environments for students and families from ethnically and culturally diverse backgrounds. In this essay I extend the tenets of culturally responsive leadership beyond the school site to encompass community-based educational leadership that advocates for c…
Black Educational Activism for Community Empowerment
This article discusses themes emerging from studies of Black educational activism conducted in London, Toronto, and Detroit. A critical meta-analysis reveals that Black educational activists resist racism and other forms of oppression; act as border crossers and/or boundary spanners as they navigate complex community-based, institutional, and political terrains; serve as change agents from the grassroots to institutional level; and, develop and e…
Educating for Democratic Living”
This historical case study focuses on the origins, educational goals, and school reform activities of the City-Wide Citizens’ Committee on Harlem (CWCCH), a political action group in Harlem in the 1940s. An interracial and interfaith civil rights organization with a broad reform agenda, CWCCH used democracy’s rhetoric as a vehicle for social change through an extensive public awareness campaign coupled with savvy organizing, ample organizational …
Multicultural education in the US and UK in the 1980s and beyond
This paper traces the beginnings of multicultural policies and programs in New York City and London during the 1980s. Using Caraballo’s analysis of intercultural and intergroup programs as a model, we apply Bell’s (1980) principle of interest convergence to examine the antecedents in both cities and detail how multicultural policies and programs were rolled back when the interests of privileged groups and working-class communities of color subseq…
Portraits of UK Black and South Asian headteachers five years on
This article analyzes the career trajectories of eight Black and South Asian headteachers who were part of a larger study of three generations of Black, Asian, and Minority Ethnic (BAME) headteachers (28) interviewed in 2015 (Johnson, 2017). Using a longitudinal life history approach and portraiture, it seeks to answer the question, “How do Black and South Asian headteachers narrate their career progression and leadership values over time?” In pa…
Toward culturally sustaining/revitalizing Indigenous family-school-community leadership
2022 was a year of ongoing struggle for families and communities worldwide with social inequalities, colonial legacies, educational setbacks, and health crises perpetuated by the persistent COVID-19 pandemic and White rage and violence toward People of the Global Majority (PGM). Indigenous communities in particular have been disproportionately affected by long standing structural inequalities and systemic racism. How educational institutions enga…
Successful School Leadership in the USA
This article draws on findings from a secondary analysis of selected U.S. case studies of successful school principals in the United States. All original ISSPP cases were selected with a common sampling strategy whereby we purposely selected schools with improved student outcomes and nominations by school district leaders and organizations. Data sources include semi-structured qualitative interviews with the district leaders, principal, teachers,…
Indigenous Methodologies in International Research on Indigenous Family and Community Engagement
Indigenous research methodologies have been theorized by prominent Indigenous scholars over the past few decades and advocated for in research focused on Indigenous communities for their emancipatory power to reestablish Indigenous peoples’ expertise and self-determining and sovereignty rights over education and research. Western intrusion in Indigenous education and community focused research through colonial schools and Western research methodo…
Sociology (15 obras) · Political science (14 obras) · Pedagogy (10 obras) · Law (8 obras) · Gender Studies (7 obras) · Public relations (7 obras) · Critical Race Theory in Education (6 obras) · Curriculum (6 obras) · Politics (5 obras) · Teacher Education and Leadership Studies (5 obras)