Abstract
This study explores whether and how culturally responsive practices are embedded in the leading text for instructional supervisions, SuperVision and Instructional Leadership: A Developmental Approach (Glickman et al., 2018). Having identified a dearth of references to culture in most of the text, and a relative wealth of references to culture in two segregated chapters (Guerra et al., 2022), we explore how the cultural content-rich chapters address culturally responsive instructional supervision (CRIS) and how the lack of CRIS content influences the chapters that focus on the clinical supervision cycle. Employing Jacob’s (2014) framework for supervisors for social justice and critical intercultural communication studies we examined how references to culture intersected with knowledge, skills, and dispositions of CRIS. Findings revealed instances of hegemony-supporting language, an indifference to the influence of invisible culture, a segregated treatment of CRIS content, and lack of practical application tools. Instructional supervision preparation and practice requires new texts informed by diverse perspectives and centering CRIS.
Rights and Access Note
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Recommended Citation
Cotman, A., Guerra, P., & Baker, A. M. (2023). Culturally Responsive Instructional Supervision: Further Analysis of a Leading Textbook. Journal of Educational Supervision, 6 (1). https://doi.org/10.31045/jes.6.1.4
DOI
10.31045/jes.6.1.4