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22. De-Centering Whiteness: Bending the Arc Toward Justice with Travis Bristol
transcript: https://tinyurl.com/elnepisode22
In this episode of Equity Leadership Now!, host Jabari Mahiri speaks with Dr. Travis J. Bristol, Associate Professor at the Berkeley School of Education, whose scholarship centers on how education policy shapes teacher workplace conditions and retention, professional learning communities, and the roles of race and gender in schools. He has published extensively and secured over $7.4 million in research funding, including his work leading the Center for Research on Expanding Educational Opportunity (CREEO).
CREEO focuses on improving student outcomes by strengthening teacher capacity and workplace conditions, particularly in historically under-resourced schools. Bristol shares how one flagship initiative involves partnership with the National Board for Professional Teaching Standards to support teachers pursuing National Board Certification, widely regarded as the profession’s gold standard. A central theme in Bristol’s scholarship is the role of school leadership in shaping equitable working conditions. His earlier research on Black male teachers and teachers of color reveals that teacher attrition is often driven not by students but by principals. Consequently, his work has expanded to focus on leadership preparation, emphasizing that principals must cultivate inclusive professional environments. Beyond instructional leadership, he argues, effective leaders must attend to the social and racial dynamics within schools, monitoring who participates, who feels marginalized, and how organizational culture affects teachers’ sense of belonging.
Bristol’s leadership goes beyond research and into practice in developing a Black Studies curriculum in California, following recommendations from the state’s Reparations Task Force. In collaboration with colleagues, including curriculum specialists and community stakeholders, he has helped design and pilot a high school curriculum intended to become part of required ethnic studies coursework. Bristol situates this initiative within a global context, noting that countries such as Colombia and Brazil have already mandated Afro-descendant studies as forms of reparative policy. The curriculum aims not only to document historical harms but also to highlight Black resilience, creativity, and joy by reframing narratives of Black experience in U.S. public education.
Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.
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By Jabari Mahiritranscript: https://tinyurl.com/elnepisode22
In this episode of Equity Leadership Now!, host Jabari Mahiri speaks with Dr. Travis J. Bristol, Associate Professor at the Berkeley School of Education, whose scholarship centers on how education policy shapes teacher workplace conditions and retention, professional learning communities, and the roles of race and gender in schools. He has published extensively and secured over $7.4 million in research funding, including his work leading the Center for Research on Expanding Educational Opportunity (CREEO).
CREEO focuses on improving student outcomes by strengthening teacher capacity and workplace conditions, particularly in historically under-resourced schools. Bristol shares how one flagship initiative involves partnership with the National Board for Professional Teaching Standards to support teachers pursuing National Board Certification, widely regarded as the profession’s gold standard. A central theme in Bristol’s scholarship is the role of school leadership in shaping equitable working conditions. His earlier research on Black male teachers and teachers of color reveals that teacher attrition is often driven not by students but by principals. Consequently, his work has expanded to focus on leadership preparation, emphasizing that principals must cultivate inclusive professional environments. Beyond instructional leadership, he argues, effective leaders must attend to the social and racial dynamics within schools, monitoring who participates, who feels marginalized, and how organizational culture affects teachers’ sense of belonging.
Bristol’s leadership goes beyond research and into practice in developing a Black Studies curriculum in California, following recommendations from the state’s Reparations Task Force. In collaboration with colleagues, including curriculum specialists and community stakeholders, he has helped design and pilot a high school curriculum intended to become part of required ethnic studies coursework. Bristol situates this initiative within a global context, noting that countries such as Colombia and Brazil have already mandated Afro-descendant studies as forms of reparative policy. The curriculum aims not only to document historical harms but also to highlight Black resilience, creativity, and joy by reframing narratives of Black experience in U.S. public education.
Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.