Abstract This qualitative case study demonstrates how anti-racist instructional leaders at Oakwood High School were able to leverage organizational improvement tools to support sustained school-wide teacher usage of culturally relevant practices. Findings demonstrate how leaders developed a web of organizational structures, routines, and artifacts that nurtured the deprivitization of teacher practice and collective teacher growth in their adoption of culturally relevant practices. Furthermore, Findings demonstrate the structures, routines, and artifacts were successful because they: (a) focused on race and racism; (b) recognized that teaching is a social practice; and (c) responded to teacher and organizational needs. This research highlights the need for educational researchers and leadership preparation programs to think about how the fields of organizational improvement and anti-racist leadership overlap and can support one another.

中文翻译：

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使学校走向文化相关性：利用组织结构，例程和工件来形成社会互动

摘要该定性案例研究证明了奥克伍德高中的反种族主义教学领导者如何能够利用组织改进工具来支持全校范围内教师对文化相关习俗的持续使用。研究结果表明，领导者如何建立组织结构，惯例和人工制品的网络，从而在采用与文化相关的做法时，促进教师实践的私有化和教师集体成长。此外，调查结果证明了这些结构，例行程序和人工制品之所以成功，是因为它们：（a）关注种族和种族主义；（b）认识到教学是一种社会实践；（c）回应教师和组织的需求。