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The narrative centers on transformative learning that drives deep self-change among educators, enabling critical reflection on self and society and helping teachers deconstruct “cultures of power” affecting marginalized students. It contrasts surface anti-bullying efforts with the need for sustained, everyday antiracism practices through reflection, educator empowerment, and a clear antiracism agenda in a fragile staff environment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-transformative-leaders-to-support-everyday-antiracism-practices-case-narrative-ridgeview-elementary-school/596537/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-transformative-leaders-to-support-everyday-antiracism-practices-case-narrative-ridgeview-elementary-school/596537.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted Mr. Frank to shift toward an antiracism agenda?","Question",{"text":112,"@type":113},"Rising racially connected complaints and mandated reports exceeding 50% race-related issues convinced him that existing anti-bullying focus treated symptoms while racism remained a deeper, less visible problem.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the amalgamation change Ridgeview’s school environment?",{"text":117,"@type":113},"It increased and diversified student population, expanded intermediate curriculum demands and staffing, and raised English language learner rates from about 2% to 25%, alongside a shift in community socioeconomic composition.",{"name":119,"@type":110,"acceptedAnswer":120},"Why did staff initially resist discussing racism?",{"text":121,"@type":113},"Many teachers felt uncomfortable raising race, arguing that diversity naturally increases bullying, that racism comments are attention-seeking, and that time should stay on teaching and academic goals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596537,1792191732,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","DEVELOPING TRANSFORMATIVE LEADERS  \nTO SUPPORT EVERYDAY ANTIRACISM PRACTICES  \nPatricia Briscoe, Brock University  \nMr. Frank is the principal of Ridgeview School and is concerned with the  \nincrease of racially connected bullying in his school. This case illustrates the importance of transformative leadership in promoting antiracism practices. It  \nfocuses on transformative learning that supports a deep change of self. The activities are aimed at empowering educators to deconstruct self and “cultures of power” that affect marginalized students and prevent real antiracism practices. This supports transformative leadership theory: critical reflection of self and society to lead everyday antiracism practices in schools.  \nCase Narrative: Ridgeview Elementary School  \nRidgeview Elementary School is a typical urban school within the Willow Tree School District. It is a publically funded English speaking school that serves a population of approximately 500 students from prekindergarten to Grade 8. The prekindergarten to Grade 6 students make up approximately 50% of the school population and intermediate students the other 50% . Ridgeview has one developmental self-contained class. There are 35 teaching staff members, a principal, a vice principal, and 8 support staff. However, five years ago Ridgeview looked very different.  \nConsistent with many other schools that are subject to cost cutting, Ridgeview is in its fourth year of an amalgamation. A rezoning of the catchment area four years ago combined intermediate and elementary grades. The amalgamation created new dynamics for Ridgeview: an increased and more diverse school population (cultural, ethnic, and social-economic), an  \nintermediate curriculum agenda, and more staff. The school also saw an increase of English language learners (ELL) and English as second language (ESL) learners from 2% to 25% of the student population. Overall, the ethnicity and diversity composition of the school population increased to 25% after amalgamation. In addition, the community, which at one time was 95% middle to upper socioeconomic status, now constituted a population that was comprised of 25% low socioeconomic status.  \nMr. Frank, the principal of Ridgeview, has six years experience as a school principal and 10 years as a classroom teacher. He completed his principal qualification course requirements to become a principal and participated in a 6 month aspiring leadership program offered by his school district. He is in his fourth year as principal at Ridgeview. Within the first 2 years following the amalgamation, Mr. Frank and his staff received much help from the school district to accommodate the changes. At that point, it was important that Mr. Frank focus on building relationships with new staff and a collaborative culture with all his staff. Mr. Frank was cognizant of his staff’s steep learning curve and change from the effects of the amalgamation. Asa result, the staff was just in the beginning stages of an evolution to a cohesive group. A positive consequence was that Mr. Frank was beginning to build a trusting relationship with his staff and in return his staff respected his efforts.  \nIn the fourth year Mr. Frank was starting to feel that the school was running smoothly again. However, one area continually bothered him: there were more and more racially connected complaints from students, parents, and staff. The amalgamation of the schools and its changing demographics had become a catalyst for a bigger and not always visible problem. He was convinced that a next step for his school was to focus on an antiracism agenda. He was  \nfamiliar with recent ministry and school board initiatives around diversity and inclusion, culturally relevant curriculum, and anti-bullying programs, but felt it was not enough.  \nSince the passing of provincial legislation that makes it mandatory for all school staff to report inappropriate student activity, Mr. Frank noticed that over 50% of the reports we","cbCaisJXIWNK8AUB","https://ap.wps.com/l/cbCaisJXIWNK8AUB","pdf",337133,24,"English","# Case Narrative: Ridgeview Elementary School\n## School context and demographic shift\n## Principal background and early adaptation\n## Mandated reporting and recognition of racism","[{\"question\":\"What prompted Mr. Frank to shift toward an antiracism agenda?\",\"answer\":\"Rising racially connected complaints and mandated reports exceeding 50% race-related issues convinced him that existing anti-bullying focus treated symptoms while racism remained a deeper, less visible problem.\"},{\"question\":\"How did the amalgamation change Ridgeview’s school environment?\",\"answer\":\"It increased and diversified student population, expanded intermediate curriculum demands and staffing, and raised English language learner rates from about 2% to 25%, alongside a shift in community socioeconomic composition.\"},{\"question\":\"Why did staff initially resist discussing racism?\",\"answer\":\"Many teachers felt uncomfortable raising race, arguing that diversity naturally increases bullying, that racism comments are attention-seeking, and that time should stay on teaching and academic goals.\"}]","DEVELOPING TRANSFORMATIVE LEADERS TO SUPPORT EVERYDAY ANTIRACISM PRACTICES - Case Narrative - Ridgeview Elementary School | PDF",1792083260]