Chapter 10: Exploring Inclusive Leadership Through Tonglen: A Contemplative Framework for Supervision

For far too long society in the United States has put faith in the PK–12 public education system to serve as a progressive mechanism to help the U.S. society move forward in addressing systemic inequities. In reality, the system has done little to harness the social and cultural capital of those in principal positions (Cowart Moss, 2020), almost 80% of whom are White (NCES, 2020a), to create inclusive school cultures that promote equity for all. Since the early 2000s U.S. society has become increasingly divided, specifically along political, racial, and socioeconomic backgrounds (McGhee, 2021) as people try to live with the reality of a society that systemically oppresses people based on various sociocultural identities.