Brynnen Ford | Seattle University (original) (raw)
Supervisors: Michael S Knapp, Michael Copland, and Ed Taylor
Phone: 206-850-7634
Address: Seattle, Washington, United States
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University of the Basque Country, Euskal Herriko Unibertsitatea
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Papers by Brynnen Ford
The Wallace-Reader's Digest Funds, through its LEADERS Count initiative, are promoting a national... more The Wallace-Reader's Digest Funds, through its LEADERS Count initiative, are promoting a national movement to improve educational leadership to support learning, especially in high-need areas. Using a variety of programmatic, communications, and research strategies and working with a select number of states and districts, the Funds are supporting work aimed at: increasing the pool of quality candidates for leadership; strengthening the abilities of superintendents and principals to improve student learning; and creating more supportive working conditions for education leaders to succeed. As part of the initiative, the Funds commissioned CTP to develop this conceptual framework linking leadership and learning.
Abstract: This dissertation explores White principals' experiences negotiating racialized co... more Abstract: This dissertation explores White principals' experiences negotiating racialized conflict in their leadership practice. Employing a narrative inquiry, case study design, it describes the study of leadership stories of learning from interpersonal racialized conflict ...
Abstract: This dissertation explores White principals' experiences negotiating racialized co... more Abstract: This dissertation explores White principals' experiences negotiating racialized conflict in their leadership practice. Employing a narrative inquiry, case study design, it describes the study of leadership stories of learning from interpersonal racialized conflict ...
Abstract: The ideas presented in the sourcebook, and in a summarized companion volume," Lead... more Abstract: The ideas presented in the sourcebook, and in a summarized companion volume," Leading for Learning: Reflective Tools for School and District Leaders," support leaders' efforts to improve student learning in schools and districts. The ideas constitute a ...
Thesis Chapters by Brynnen Ford
University of Washington Theses , 2011
This dissertation explores white principals’ experiences negotiating racialized conflict in their... more This dissertation explores white principals’ experiences negotiating racialized conflict in their leadership practice. I used a narrative inquiry, case study design to analyze leadership stories of learning from interpersonal racialized conflict with parents, teachers, colleagues, and less often with students, reported by 10 white school administrators who prioritize leading for social justice and the success of students of color. An overarching finding is that racial trust, or a lack thereof, is an underlying source of racialized conflict in participants’ leadership interactions, particularly at the beginning of their leadership tenure and/or in new relationships both with people of color and with other white people. It was common for participants to experience initial racial distrust, to be called “racist” in their work, and to have racialized conflict regarding student behavior and discipline, and these experiences were likely to create “emotional work.” Many of these principals used racialized conflicts as learning opportunities and leveraged conflict for generating new (and reportedly more effective) leadership practice. The study contributes vivid stories of recalled practice—of learning from mistakes and discomfort—intended for use by practitioners and scholars alike.
Other by Brynnen Ford
This dissertation explores white principals’ experiences negotiating racialized conflict in their... more This dissertation explores white principals’ experiences negotiating racialized conflict in their leadership practice. I used a narrative inquiry, case study design to analyze leadership stories of learning from interpersonal racialized conflict with parents, teachers, colleagues, and less often with students, reported by 10 white school administrators who prioritize leading for social justice and the success of students of color. An overarching finding is that racial trust, or a lack thereof, is an underlying source of racialized conflict in participants’ leadership interactions, particularly at the beginning of their leadership tenure and/or in new relationships both with people of color and with other white people. It was common for participants to experience initial racial distrust, to be called “racist” in their work, and to have racialized conflict regarding student behavior and discipline, and these experiences were likely to create “emotional work.” Many of these principals used racialized conflicts as learning opportunities and leveraged conflict for generating new (and reportedly more effective) leadership practice. The study contributes vivid stories of recalled practice—of learning from mistakes and discomfort—intended for use by practitioners and scholars alike.
The Wallace-Reader's Digest Funds, through its LEADERS Count initiative, are promoting a national... more The Wallace-Reader's Digest Funds, through its LEADERS Count initiative, are promoting a national movement to improve educational leadership to support learning, especially in high-need areas. Using a variety of programmatic, communications, and research strategies and working with a select number of states and districts, the Funds are supporting work aimed at: increasing the pool of quality candidates for leadership; strengthening the abilities of superintendents and principals to improve student learning; and creating more supportive working conditions for education leaders to succeed. As part of the initiative, the Funds commissioned CTP to develop this conceptual framework linking leadership and learning.
Abstract: This dissertation explores White principals' experiences negotiating racialized co... more Abstract: This dissertation explores White principals' experiences negotiating racialized conflict in their leadership practice. Employing a narrative inquiry, case study design, it describes the study of leadership stories of learning from interpersonal racialized conflict ...
Abstract: This dissertation explores White principals' experiences negotiating racialized co... more Abstract: This dissertation explores White principals' experiences negotiating racialized conflict in their leadership practice. Employing a narrative inquiry, case study design, it describes the study of leadership stories of learning from interpersonal racialized conflict ...
Abstract: The ideas presented in the sourcebook, and in a summarized companion volume," Lead... more Abstract: The ideas presented in the sourcebook, and in a summarized companion volume," Leading for Learning: Reflective Tools for School and District Leaders," support leaders' efforts to improve student learning in schools and districts. The ideas constitute a ...
University of Washington Theses , 2011
This dissertation explores white principals’ experiences negotiating racialized conflict in their... more This dissertation explores white principals’ experiences negotiating racialized conflict in their leadership practice. I used a narrative inquiry, case study design to analyze leadership stories of learning from interpersonal racialized conflict with parents, teachers, colleagues, and less often with students, reported by 10 white school administrators who prioritize leading for social justice and the success of students of color. An overarching finding is that racial trust, or a lack thereof, is an underlying source of racialized conflict in participants’ leadership interactions, particularly at the beginning of their leadership tenure and/or in new relationships both with people of color and with other white people. It was common for participants to experience initial racial distrust, to be called “racist” in their work, and to have racialized conflict regarding student behavior and discipline, and these experiences were likely to create “emotional work.” Many of these principals used racialized conflicts as learning opportunities and leveraged conflict for generating new (and reportedly more effective) leadership practice. The study contributes vivid stories of recalled practice—of learning from mistakes and discomfort—intended for use by practitioners and scholars alike.
This dissertation explores white principals’ experiences negotiating racialized conflict in their... more This dissertation explores white principals’ experiences negotiating racialized conflict in their leadership practice. I used a narrative inquiry, case study design to analyze leadership stories of learning from interpersonal racialized conflict with parents, teachers, colleagues, and less often with students, reported by 10 white school administrators who prioritize leading for social justice and the success of students of color. An overarching finding is that racial trust, or a lack thereof, is an underlying source of racialized conflict in participants’ leadership interactions, particularly at the beginning of their leadership tenure and/or in new relationships both with people of color and with other white people. It was common for participants to experience initial racial distrust, to be called “racist” in their work, and to have racialized conflict regarding student behavior and discipline, and these experiences were likely to create “emotional work.” Many of these principals used racialized conflicts as learning opportunities and leveraged conflict for generating new (and reportedly more effective) leadership practice. The study contributes vivid stories of recalled practice—of learning from mistakes and discomfort—intended for use by practitioners and scholars alike.