FIX THE FRAMEWORK NOT THE FIGHT
EQUITY IS NOT A ZERO-SUM GAME
As the national conversation around diversity, equity, and inclusion (DEI) grows more contentious, and as federal funding for these efforts is scaled back, we as principals find ourselves navigating increasingly complex terrain. While DEI initiatives are being criticized or dismantled, the lived realities in our schools demand something different: not less equity, but more thoughtful, community-rooted approaches to it. In this issue, we’ve included a piece on how some DEI efforts have inadvertently harmed Black students by centering performance over protection. You’ll also read a contribution that uplifts Palestinian voices that have long been suppressed in both global and local narratives. These pieces may seem to speak from different corners of justice work, but they share a common thread: the urgent need to amplify those who have been silenced without silencing others in turn.
This is the balancing act we perform every day as school leaders. Whether we’re implementing dual language programs, navigating gender expression in dress codes, or managing admissions to selective programs, we must ask ourselves: Who benefits? Who’s left out? Whose voice is missing? These questions are not distractions from our work. They are the work. Despite shifting political winds, our role as principals remains clear. We are not neutral actors. We lead schools that reflect the values of equity, truth, and care. The retraction of DEI support at the federal level is not a reflection of who we are or what our students need. We invite you to add your voice to this ongoing conversation. What does meaningful equity look like in your building? How are you navigating these tensions? Your perspective matters. Let’s speak up before more voices are pushed out of the conversation entirely.
26 • CPAA QUARTERLY MAG | Q3 AND Q4 2025
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