Culturally responsive leadership practices and preparation programs in national and international contexts; historical and contemporary studies of community activism in urban school reform, and successful leadership in high-poverty schools.
Winton, S. & Johnson, L. (Eds.) (2017). Engaging families, educators, and communities as educational advocates. New York: Routledge.
Journal Special Issues
Johnson, L. & Crow, G. (Eds.) (2017). Professional identities of school leaders across international contexts. [Special Issue]. Educational Management, Administration, & Leadership, 45(5). Podcast available at http://journals.sagepub.com/doi/suppl/10.1177/2050449717712316
Johnson, L., & Winton, S. (Eds.) (2016). Families, educators, and communities as educational advocates: Cross-national perspectives. [Special Issue]. Leadership and Policy in Schools, 15(1).
Jacobson, S., & Johnson, L. (Eds.) (2013). Educational leadership development in international contexts. [Special Issue]. Journal of Educational Administration, 51(1).
Referred Articles
Johnson, L., & Caraballo, L. (accepted). Multicultural education in the US and UK in the 1980s and beyond: The role of interest convergence-divergence. Multicultural Education Review.
Johnson, L., & Pak, Y. (2019). Teaching for diversity: Intercultural and intergroup education in the public schools, 1920s-1970s. Review of Research in Education, 43(1).
Johnson, L. & Pak, Y. (2018). Leadership for democracy in challenging times: Historical case studies in the US and Canada. Educational Administration Quarterly, 54(3), 396-426.
Johnson, L. (2017). “Educating for democratic living”: The City-wide Citizens’ Committee on Harlem (CWCCH), 1941-1947. Historia Social y de la Educacion/Social and Education History, 6(3), 261 – 289. Available at: http://hipatiapress.com/hpjournals/index.php/hse/article/view/2871/pdf
Johnson, L. (2017). The lives and identities of UK Black and South Asian head teachers: Metaphors of leadership. Educational Management, Administration, & Leadership, 45(5), 842-862.
Johnson, L. (2016). Boundary spanners and advocacy leaders: Black educators and race equality work in Toronto and London, 1968 - 1995. Leadership and Policy in Schools, 15(1), 91 - 115.
Wilson, C., & Johnson, L. (2015). Black educational activism for community empowerment: International leadership perspectives. International Journal of Multicultural Education, 17(1), 102 – 120. Available at: http://ijme-journal.org/index.php/ijme/article/viewFile/963/1035
Johnson, L. (2014). Culturally responsive leadership for community empowerment. Multicultural Education Review, 6(2), 145 – 170.
Fuller, C., & Johnson, L. (2014). Tensions between Catholic identity and academic achievement at an urban Catholic high school. The Journal of Catholic Education, 17(2), 95 - 104. Available at digitalcommons.lmu.edu
Johnson, L. (2013). Segregation or "thinking Black"? Community activism and the development of Black-focused schools in Toronto and London, 1968 - 2008. Teachers College Record, 115 (11). Featured video available on The Voice @ https://vialogues.com/vialogues/play/12712/
Johnson, L., & Campbell-Stephens, R. (2013). Developing the next generation of Black and Global Majority leaders for London schools. Journal of Educational Administration, 51(1), 24-39.
Referred Book Chapters
Johnson, L. (2017). Boundary spanners and advocacy leaders: Black educators and race equality work in Toronto and London, 1968 - 1995. In S. Winton & L. Johnson (Eds.), Engaging families, educators, and communities as educational advocates. New York: Routledge. (Reprinted from Leadership and Policy in Schools, 15(1), 91 – 115.)
Johnson, L. (2017). Interpreting historical responses to racism by UK Black and South Asian headteachers through the lens of generational consciousness. In S. Courtney, R. McGinity, & H. Gunter (Eds.), Educational leadership: Theorising professional practice in neoliberal times (pp. 124 – 137). London: Routledge.
Johnson, L. (2016). Culturally responsive leadership for community empowerment. In Y. K. Cha, J. Gundara, S. H. Ham, & M. Lee (Eds.), Multicultural education in glocal perspectives: Policy and institutionalization (pp. 183-199). Dortrecht: Springer.
Scanlan, M., & Johnson, L. (2015). Inclusive leadership on the social frontiers: Family and community engagement. In G. Theoharis & M. Scanlan (Eds.), Leadership for increasingly diverse schools (pp. 162 – 185). New York: Routledge.
Johnson, L. & Fuller, C. (2014). "Culturally Responsive Leadership." Oxford Bibliographies. New York: Oxford University Press. Available at: oxfordbibliographies.com
Johnson, L., & Campbell-Stephens, R. (2013). Beyond the colorblind perspective: Centering issues of race and culture in leadership preparation programs in Britain and the United States. In I. Bogotch & C. Shields (Eds.), International handbook of educational leadership and social [in]justice (pp. 1169-1185). Dordrecht: Springer.
HONORS/AWARDS/ACADEMIC APPOINTMENTS
2017 Best Paper Award, BELMAS (British Educational Leadership, Management, and Administration)for “The Lives and Identities of UK Black and South Asian Headteachers: Metaphors of Leadership.”
2015 – 2018 Convenor, International Research Network on “Families, Schools, and Communities as Educational Advocates: Cross National Perspectives.” World Educational Research Association (WERA).
2014 - 2015 Fulbright Core Scholar - University of Nottingham Award (12 months -All disciplines)
2013 - 2019 Honorary Research Fellow, Educational Leadership and Policy Studies, University of Nottingham (by Faculty Election)
2008 AESA Critics Choice Award from the American Educational Studies Association for Multicultural Policies in Canada and the United States (Joshee and Johnson, University of British Columbia Press, 2007)
