Developing leadership identity through critical reflection: voice, knowledge and advocacy

Collay, Michelle

doi:10.1080/14623943.2014.944136

Cited by 14 publications

(6 citation statements)

References 13 publications

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“…">A quality assessment was made and reasons for inclusion and exclusion were listed. Examples of exclusions included studies whose data was analysis of policy documents Spicksley (2022)* or those predominantly focused on a concept other than identity for example, leadership Collay (2014). …”

Section: Methodsmentioning

confidence: 99%

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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Section: Methodsmentioning

confidence: 99%

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

View full text Add to dashboard Cite

show abstract

“…For example, based on their case study of school sites in which critical reflection was used to help teachers examine their teaching practice, Saito and Khong (2017) found that over time participants became less likely to hold deficit views of students and more likely to consider their own roles in students’ struggles. Similarly, in a study of education leadership students in a program that emphasized critical reflection, Collay (2014) found that it bolstered participants’ abilities and desires to advocate for marginalized students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Critical reflection scholars and MSJTE scholars have highlighted the importance of critical reflection in teacher education. Answering Sleeter’s (1996) call to frame multicultural education as social activism, critical reflection can strengthen educators’ agency as advocates of justice-oriented change (Collay, 2014; Felton & Koestler, 2015). This might include spotting and dismantling deficit views of students experiencing poverty (Morgan, 2017), helping students develop critical media literacy by examining the influence of power on knowledge (Smith, 2011), or challenging unjust policies or practices in their schools (Ross, 2015)—which have been linked to students’ exposure to critical reflection.…”

Section: Literature Reviewmentioning

confidence: 99%

Striving for Critical Reflection in Multicultural and Social Justice Teacher Education: Introducing a Typology of Reflection Approaches

Gorski¹,

Dalton

2019

Journal of Teacher Education

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Multicultural and social justice teacher education (MSJTE) scholars often have argued the importance of critical reflection in the cultivation of equity and social justice minded educators. In this critical content analysis study, we used existing conceptualizations of critical reflection to analyze reflection assignments from MSJTE courses in education degree and licensing programs in the United States to identify the nature of critical reflection incorporated into them and what distinguished critical reflection opportunities from other reflective assignments. Based on this analysis, we offer the beginnings of a typology of five approaches to reflection in multicultural and social justice education courses: (a) amorphous “cultural” reflection, (b) personal identity reflection, (c) cultural competence reflection, (d) equitable and just school reflection, and (e) social transformation reflection. We describe the characteristics of each and the role they might play in MSJTE contexts.

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“…With the exception of those studies that examine the learning experiences of justice-oriented teacher leaders, including attention to critical consciousness (Bradley-Levine, 2012;Collay, 2014), LGB [sic] issues (Larrabee & Morehead, 2010), and critical race professional development (Kohli, 2019), there is scant scholarship that emphasizes teacher leadership learning through a lens of race and power. Without clarity in research and practice of what constitutes "teacher leadership" as situated within structures that normalize whiteness, perceived leadership legitimizes hegemonic, narrow, apolitical, and incorrect assumptions of what and who constitutes a "leader" for educational justice (Scribner & Bradley-Levine, 2010).…”

Section: Intertwined Tales Of Teacher Leadershipmentioning

confidence: 99%

Teacher Leadership for Love, Solidarity, and Justice: The Invisibilized and Contested Practices of Teacher Leaders of Color

Pham

2021

Journal of Teacher Education

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Despite widespread acknowledgment of teachers of Color as critical agents of change, white supremacist, colonial, and cis-heteropatriarchal ontologies of “teacher leadership” marginalize the counterhegemonic leadership they embody. Guided by critical leadership and feminist of Color scholarship, I develop and employ an embodied raciolinguistic analysis to examine how a Latina teacher leader of Color facilitated organization-wide action in the educational interests of Black students. My analysis demonstrates that her discursive and embodied practices as a non-Black woman of Color and “official” teacher leader were simultaneously (re)constructed as catalysts and hindrance for racial progress within and across social spaces. Grappling with these possibilities and tensions at interpersonal, institutional, and societal scales, she reflexively adapted her practices to recenter Black leadership while facing professional consequences. Arguing for radical social change by amplifying the multi-faceted and contested nature of counterhegemonic teacher leadership, I offer implications to foster the critical ingenuity needed to lead in love, solidarity, and justice for and among communities of Color.

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Developing leadership identity through critical reflection: voice, knowledge and advocacy

Cited by 14 publications

References 13 publications

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Striving for Critical Reflection in Multicultural and Social Justice Teacher Education: Introducing a Typology of Reflection Approaches

Teacher Leadership for Love, Solidarity, and Justice: The Invisibilized and Contested Practices of Teacher Leaders of Color

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