Centering Race in a Framework for Leadership Preparation

Abstract

This article argues that a framework of educational leadership must be so designed as to specifically speak to the transitioning demographics in schools in the United States. Particularly salient is a framework that addresses the issue of race within a broader context of social justice. The article outlines five ingredients of such a framework, including self-reflection, a grounding in a critical theoretical construction, a prophetic and pragmatic edge, praxis, and the inclusion of race language. Furthermore, the article outlines pragmatic ways in which educational leadership preparation programs can address the failures of the dominant system to embrace and struggle with the American issue of race in education. The impact of racism and the efficacy of the blending of self-reflection, introspection, as well as intellectual work are discussed as viable vehicles to deal with the matters of race in preparing prospective school leaders. The article concludes with the presentation of a proposed curriculum module, a project undertaken by the University Council for Educational Administration, to assist leadership preparation programs in addressing, through innovative instruction, the notions of privilege and race in their programs.

Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

“…These researchers and others suggest that culturally responsive leadership may result in socially just and equitable outcomes for all learners in contexts where disparities are present (Gooden & Dantley, 2012;Horsford, 2011;Jean-Marie, 2008;Khalifa, 2012;Santamaría, 2014;Tillman, 2008). Many of these academics research and publish together as well as present papers at conferences in symposia, making major contributions to the field by providing innovative ways to think about leadership from a variety of worldviews.…”

Leveraging conflict to achieve advances in civil rights: community leadership — an unfinished work for educators

“…Building shared leadership in a school is similar to community organizing with shared vision, commitment, roles and responsibilities. Community leaders embrace their municipalities while simultaneously acting as strong critics and working subversively to transform the 'ways, attitudes, and structures that have for so long propagated a racist, classist, and sexist ideology' (Gooden & Dantley, 2012). We suggest also they must combat heterosexist ideology.…”

Leadership preparation: engine of transformation or social reproduction?

“…This occasionally addresses preparation programmes (Rusch 2004, Gooden and Dantley 2012, Diem and Carpenter 2013. The existence of this subset of literature raises issues ignored by the mainstream and may consequently embed even further the notion that gender, ethnicity and other stigmatised characteristics are outside the norm.…”