‘The Other Within’: race/gender disruptions to the professional learning of white educational leaders

Blackmore, Jill

doi:10.1080/13603120903242931

Cited by 47 publications

(27 citation statements)

References 33 publications

(24 reference statements)

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“…Critical race scholars also argue that specific examination of the role of race and racism, including schools and education systems, is vital in examining racial educational inequality that persists in many Western countries (Ladson-Billings, 1998;Ladson-Billings & Tate, 2006;Solórzano & Yosso, 2002;Zamudio, Russell, Rios, & Bridgeman, 2011). The avoidance and conflated understanding of the topic of race and racism by educators is well documented (Aveling, 2002(Aveling, , 2007Blackmore, 2010;Moreton-Robinson, Singh, Kolopenuk, Robinson, & Walter, 2012). Bodkin-Andrews and Carlson (2014) evaluate that without insider or counter experiences outside of the realm of Western epistemologies framing inquiries on important topics such as race and racism, ''it becomes apparent that the insidious effects of epistemological racism still plagues the Indigenous Australian educational research agenda'' (p. 3).…”

Section: Gatekeeping and Indigenist Research In Education: Ethics Or mentioning

confidence: 99%

Seeking new paradigms in Aboriginal education research: methodological opportunities, challenges and aspirations

Shay

2016

HSE

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It is only relatively recently that Aboriginal peoples in Australia are represented in the academe, creating knowledges that speak for, and not of us. Internationally renowned Maori scholar, Professor Linda Tuhiwai Smith, was groundbreaking in her use of critical discourses needed for indigenous peoples globally to reclaim our knowledges and experiences through research. The emergence of Aboriginal and Torres Strait Islander scholars in Australia presents hope and opportunities for our communities to utilise the possibilities that ethical, Indigenous-driven research can have in interrogating complex and ongoing issues created by colonialism.Research that theorises Aboriginal epistemic and ontological research paradigms in Australia are still developing. Moreover, discipline-specific theoretical frameworks and methodologies are still emerging. This paper outlines my experience as an Aboriginal researcher in utilising Indigenist theoretical principles and methodological approaches. Using autobiographical reflections from my doctoral research, I present a range of practical implications that arise when the 'researched' shifts to the researcher in Western-dominated spaces such as schools. I will critically analyse the question, are Aboriginal researchers able to conduct research that is motivated by our agendas, ideas and aspirations in a discipline that perpetuates imperialism, racism and exclusion?

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Section: Gatekeeping and Indigenist Research In Education: Ethics Or mentioning

confidence: 99%

Seeking new paradigms in Aboriginal education research: methodological opportunities, challenges and aspirations

Shay

2016

HSE

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“…In fact, the majority of educational leaders in the US are not culturally and linguistically diverse. Comparatively and as a result, there are more leaders representing mainstream demographics, values, and leadership practices which consequently have the most impact on what is happening in education today [9,17]. On the other hand, progressive leaders, who have much promise for impacting educational change given their numbers and degree of critical consciousness, represent the center of the culturally sustaining leadership continuum [18,19].…”

Section: A Continuum Of Culturally Sustaining School Leadersmentioning

confidence: 99%

“…A better way to deal with diversity is to consider all learners, teachers, and their families as the same, avoiding favoritism or undue focus on particular subgroups. Even though some of these leaders distribute leadership and can be considered transformational, these are the most traditional and therefore least innovative of leaders exhibiting culturally sustaining practice [17].…”

Section: A Continuum Of Culturally Sustaining School Leadersmentioning

confidence: 99%

Toward Culturally Sustaining Leadership: Innovation beyond ‘School Improvement’ Promoting Equity in Diverse Contexts

Santamaría

2016

Education Sciences

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Whilst school principals and educational leaders are increasingly constrained by standardized assessment results and student achievement, persistent achievement gaps continue to separate poor and historically underserved students from their wealthier mainstream peers in the United States (US) and similar countries. Unprecedented levels of cultural, linguistic, ethnic, racial, and gender school diversity underscore these phenomena. As a result, leadership for 'school improvement' has become the norm and as evidenced by chronic academic disparities, ineffective. This review article considers culturally sustaining leadership as an innovative practice to promote and advance equity in schools.

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“…I adopt a reflexive stance "which demands that those involved in studying intersectionalities problematize their own social location at the intersection about which they seek to produce knowledge" (Holvino, 2010, p. 259). I have recounted "self-critical disturbances" to demonstrate experiences with racism (Fuller, 2017b, p. 105) and sense of the "Other Within" (Blackmore, 2010).…”

Section: Positionalitymentioning

confidence: 99%

New Lands, New Languages: Navigating Intersectionality in School Leadership

Fuller

2018

Front. Educ.

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In the global context of deepening social and political divisions and at a time of growing forced displacement of people due to conflict, there is an ever increasing need for educators and school leaders to understand issues relating to equality and diversity with respect to themselves and the students with whom they work. In particular, the intersecting characteristics that make up individual and collective identities simultaneously afford opportunities and inflict oppressions depending on circumstances and context. This paper focuses on a theorization of intersectionality as simultaneity through an analysis of linguistic exchanges as they reveal fluctuations of empowerment and disempowerment in the context of culturally and linguistically responsive school leadership. It draws on research findings from the English case as part of an international comparative project focused on Black women principals' experiences of leading schools in England, South Africa and the United States of America. It reports an account of a British Pakistani Muslim woman's experience of school leadership as she negotiated a discussion of institutional racism in a school serving a multi-ethnic population of students. Using Bourdieu's linguistic concepts, I argue that a fine grained analysis of a series of reported linguistic exchanges with multiple stakeholders reveals how various members of the school community accepted or resisted her authority to use official language. There is no guarantee that linguistic habitus will convert into linguistic capital. Moreover, I argue that educators and school leaders need to understand intersectionality as simultaneity so they can navigate identity, institutional and social practices in relation to school leadership and the education of minoritized students.

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‘The Other Within’: race/gender disruptions to the professional learning of white educational leaders

Cited by 47 publications

References 33 publications

Seeking new paradigms in Aboriginal education research: methodological opportunities, challenges and aspirations

Seeking new paradigms in Aboriginal education research: methodological opportunities, challenges and aspirations

Toward Culturally Sustaining Leadership: Innovation beyond ‘School Improvement’ Promoting Equity in Diverse Contexts

New Lands, New Languages: Navigating Intersectionality in School Leadership

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