Across the world, educators are facing unprecedented levels of resistance to practices we believe are good for learners. Whether the push back is political, cultural, religious or simply a fear of the unknown, school leaders are required to manage resistance to their efforts to meet the needs of learners, while simultaneously keeping teachers safe and holding onto their jobs. Especially for schools prioritizing equity, innovation and inclusion that are located in polarized contexts, the stakes couldn’t be higher.
Jennifer D. Klein’s newest book, Taming the Turbulence in Educational Leadership: Doing Right By Learners Without Losing Your Job, explores how educational leaders are confronting and “taming” this pushback so they can meet students’ needs. Based on her own experiences leading student-centered learning in a conservative context outside of Bogotá, Colombia, and on interviews with 67 educational leaders around the world, the book explores the stories of leaders navigating pushback from more traditionally-minded legislators, extremist groups, school boards, and caregivers, among others. Their stories are sometimes heartbreaking and always inspiring, demonstrating that leaders who keep learners in the center have an internal “North Star” that isn’t swayed or misdirected by the noise when they know what they’re doing is good for learners.
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