Bussing Program Beneficial to Unrepresented Minorities: Rose Place Case Study

Introduction

In this casebook for the school leaders, it does link the effectiveness of a particular person by the name Hanson Karen who reclaims a specific area by the name Rose Place; he has a particular program by the name bussing program. This program was a voluntary program that was aimed at helping the less fortunate young people and the unrepresented minorities in a particular school, which were dominated by the Caucasian people, (Kozleski 2018). This program was much helpful such that it brought the disabled and the less privileged students from the neighbourhood. It helped the less fortunate students to and from the school. Nonetheless, parents and principals of the school are not okay with how the behavior of the school of bringing in minorities, which led to the parents and the principal himself bringing in the complaints about the decision.

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In this case 16, we get to know that the government administrations such as the districts are using the bussing program to accomplish a governmental function, that of all the learning institutions being unified and be guided by a rule and receiving government support equally. Most of the residents from the area of the Rose Place belong to the descendants who were the Caucasians. They have tried bringing the issue of racial discrimination, which has been going on between students for some time. This claim, aimed at the students who were the beneficiaries of the bussing program who belonged to the minority races.

A particular parent got the issue to be known when she raised it towards the school administration. This is a bad thing since, as a member of the committee; you have not to let your inner personal feeling be felt, (Avci 2015). By this action, one must be breaking the law. Since you want the students to learn well, you have to hide and swallow your pride and begin making sure that all the students are coming to school to study. As an administrator, I would hold a meeting with fellow committee members to make sure that the right decision is made. If the meeting were not able, I would call the one who let her/his feeling heard before everyone in my office. I would try to talk to the parent about the comment he made privately, (Harding 2016). The responses of the parent are the ones that could help me decide the next step and even the next move.

At times solutions must be made, as it is well known there are a lot of ways of looking for answers. In case 16 of this book as an administrator I would;

Teaching about equality;

I would implement a lesson by the name equality. This will accurately reflect the fact of equality whereby everyone is equal to the other, and the core reason for us being here is education, ( Buckmaster 2016). I would let them now that even a disabled student is the same and can perform the tasks performed by anyone else.

Motivating the volunteers;The volunteers are supposed to be told what they need to know. When they do something good, they are recognized despite their ethnic groups. This will promote cohesiveness and the urge to work harder.

Ensuring that there is definite freedom between the students and their tutors;

Through this means, interrelations are evident. A student can relate to every tutor and vice-versa. No, in a case where a teacher will only smile when a student from his/her ethnic group arrives in the school. There should be no barriers between the students and their seniors. I would ensure that here is the freedom of expression; everyone has a right to expressing himself and stating his opinion. Everyone should feel involved in everything that is being decided. Leadership should b distributed among different ethnic groups within the school.

Moral, equity, integrity are the mainstem of all means of education. Moral clarity can be a burden to a commun9ity that has diverse ethical commitments, (Cherkowski, Walker & Kutsyuruba, 2015). Like the case of schools like in case 16, the fact of diversity has to be dealt with by action of developing clear rules and regulations, of which the behaviours of the students can be monitored and controlled.

Conclusion

In conclusion, education for a diverse cultural community is moral education. And if it does not reflect the morality in it, it does not prepare the students in being responsible and democratic citizens. The other fact is that moral teaching needs a realistic style that is essential to the students, and that aims at serving the community in the best way possible.

References

Avci, A. (2015). Investigation of Transformational and Transactional Leadership Styles of School Principals, and Evaluation of Them in Terms of Educational Administration. Educational Research and Reviews, 10(20), 2758-2767.

Buckmaster, D. (2016). From the Eradication of Tolerance to the Restoration of School Community: Exploring Restorative Practices as a Reform Framework for Ethical School Discipline. Values and Ethics in Educational Administration, 12(3), n3.

Cherkowski, S., Walker, K. D., & Kutsyuruba, B. (2015). Principals' Moral Agency and Ethical Decision-Making: Toward a Transformational Ethics. International Journal of Education Policy and Leadership, 10(5), n5.

Harding, J. V. (2016). Collaboration with parents of students with Down syndrome: Parental perspectives and leadership implications (Doctoral dissertation, Fordham University).

Kozleski, E. (2018). System-wide leadership for culturally responsive education. In Handbook of leadership and administration for special education (pp. 180-195). Routledge.