This bridge called my leadership: an essay on Black women as bridge leaders in education

Horsford, Sonya Douglass

doi:10.1080/09518398.2011.647726

Cited by 57 publications

(63 citation statements)

References 19 publications

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“…As the lens through one's leadership practice is developed, a BAM perspective changes the way one can understand the purposes of education, educational leadership preparation, and school. BAM is a processing lens that filters in liberatory, emancipatory, and spiritual militancy strategies learned through Black mothers (McDonald, 1997) and Black mothers as leaders (Edwards, 2000;Gilkes, 1983;Hill Collins, 1990, 1991Horsford, 2012;Hudson-Weems, 1998Isoke, 2013;James & Sharpley-Whiting, 2000;Keating, 2016;McDonald, 1997;Sakho, 2017) who have engaged. It is a type of collective transformative agency (Dillard, 1995;Rodela & Bertrand, 2018) that bridges the historicity of leadership and race across the collective knowledges of elders, parents, youth, and grassroots leaders inclusive of school leaders (Khalifa, 2012;Khalifa, Gooden, & Davis, 2016) involved in educative justice (Sakho, 2017).…”

Section: Principal Preparation: (Re)purposing the Master's Toolmentioning

confidence: 99%

Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

2020

Handbook on Promoting Social Justice in Education

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The chapter uses lessons learned from the design, development, implementation, and improvement of a collective action network to focus on theory and practice at the nexus of educational leadership and social justice. A brief introduction honors those who came before in this work and operationalizes a challenge to reimagine the discourse and the practice of educational leadership for social justice. The challenge is then addressed in two sections. The first section "A Collective Action Network and Its Working Space," addresses how and why a collective action network was formed to pursue social justice in education. In this section, the conceptual frameworks that underlie the cross-sector partnerships constituting the network are explicated. Additionally, the nature of the work space created by the diverse experiences and expertise of partners is examined, including how three theoretical framespublic scholarship, improvement inquiry, and restorative justiceinform educational leadership for social justice. In the second section "Nodes in the Network: Grassroots Efforts in Pursuit of Social Justice," examples of projects that have been undertaken across seven nodes in the network are provided as illustrations of the diversity of discourses and practices that can contribute to the synergy that exists at the nexus of educational leadership and social justice. Each node in the network represents not only discrete cross-sector partnerships, but also discrete efforts to improve systems of practice, address harm, and authentic practices of social justice. The grassroots work includes improvement efforts that range from school improvement to principal preparation to violence prevention to police training to prison education to Community Learning Exchanges to elementary math instruction to holistic African American male achievement. A brief concluding statement indicates why the reimagining the discourse and the practice of educational leadership for social justice is a challenge worth pursuing.

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Section: Principal Preparation: (Re)purposing the Master's Toolmentioning

confidence: 99%

Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

2020

Handbook on Promoting Social Justice in Education

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“…The ambivalence of oppression and opportunity is a long-standing theme in the experience of women of color, of Black and Global Majority (BGM), Black and Minority Ethnic (BME) and Indigenous heritages (hereafter women of BGM heritages following Campbell-Stephens, 2009) (Collins, 2000;Hooks, 2000;Horsford, 2012). The intersection of race, sex, and class in women's lives is a well-established focus of research (Davis, 1981;Amos and Parmar, 1984;Mohanty, 1988;Mirza, 1997;Smith, 1999).…”

Section: Intersectionality As Simultaneity In School Leadershipmentioning

confidence: 99%

“…As parents learned to negotiate aspects of their own and their children's diasporic identities (Arifeen and Gatrell, 2013), Saeeda's identity practice afforded bridge leadership (Horsford, 2012). Most would expect a positive response to a focus on raising academic attainment (Witherspoon and Taylor, 2010;Arnold and Brooks, 2013;Santamaría, 2014;DeMatthews, 2016); instead, male governors questioned her authority.…”

Section: Intersectionality Linguistic Habitus and Official Languagementioning

confidence: 99%

“…Earlier in her career she was expected to use her cultural resources to take responsibility for their needs (Fitzgerald, 2006;Coleman and Campbell-Stephens, 2010;Witherspoon and Taylor, 2010). This bridge leadership (Horsford, 2012) increased the emotional labor of biculturalism (Fitzgerald, 2006;Curtis, 2017).…”

Section: Intersectionality Linguistic Habitus and Official Languagementioning

confidence: 99%

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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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“…In addition, researchers have studied how people, particularly women, construct their gender identities in relation to leadership and, at times, race. Horsford (2012) wrote about "...the intersectionality of race and gender identities alongside context as important indicators in the development of leadership philosophies, epistemologies, and practice" (p. 11). Just as Hill Collins (2000) acknowledged that gender and race are factors to consider when focusing on leadership and organizations, Sanchez-Hucles and factored race into the problem; they described, "…the challenges that women and women of color face in their quest to achieve and perform in leadership roles in work settings".…”

Section: Gender Identity Theory and Female Leadershipmentioning

confidence: 99%

Women In Pk-12 Educational Leadership: Identity And Insight

Jarvis¹

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Personal experiences. 81 Opportunities to lead. Childhood experiences. Family background. Pivotal moments. Mentoring. 90 Encouragement by others. CHAPTER I: INTRODUCTION Imagine you belong to a group of people who possess many great qualities and characteristics, such as intelligence, compassion, dependability, cooperativeness, determination, imagination, ambition, courage, caring, maturity, loyalty, self-control, and independence. Then, imagine you are never given a chance to show and use those gifts in the world, rarely permitted to contribute to society in a productive manner with those qualities, and looked upon with bias that inhibits your participation as a human being. The thought that this ignorance is possible in our world today may be unsettling because, logically, a person with all of those traits should be allowed and should be given the opportunity to shine and present himself or herself in the best possible way. Unfortunately, that basic, deserved opportunity is not presented to women in educational leadership. That fact is not new and it is not unstudied. A great number of researchers have studied women and leadership in society (Shakeshaft, 1989, etc.). An April 2017 search of "women and leadership" in the dissertations catalogued by ProQuest, a wellknown research database, reported 376,515 results, citing abundant research on the topic. Countless articles, books, blogs, institutions, meetings, and think tanks exist to study the subject of women and leadership in the world. While acknowledging the large amount of studies and other information about this topic, it is logical to question its importance. Women account for over half the population of the world, but continue to be under-represented and often ignored in virtually every aspect of living. Women have proven themselves to be effective leaders, but continue to be dismissed and discounted. Pondering about these issues is not a new pastime; since the time that humans were able to speak and write about it, hundreds of writers, scholars, and activists have questioned, analyzed, and found that women and leadership is a worthwhile subject upon which much time should be spent. For example, in 391 B.C., Aristophanes offered Assemblywomen, his play about women coming to power in government and the relationship between war, power, and gender (A. & Henderson, 1998). In order to comment about social issues, Shakespeare often placed his female characters in different roles, sometimes ones of power and leadership. As this proposal is submitted, women and leadership are still observed, questioned, hotly debated, and written about (Zenger & Folkman, 2012). Research Problem However, despite the aforementioned facts about coverage of the topic, there is a gender problem in educational leadership. Despite progress towards sex equity, there is a lack of women serving as educational leaders in the pre-kindergarten through 12th grade levels (PK-12) as evidenced by recent statistics reported by various, reputable researchers and organizations, such as the American...

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This bridge called my leadership: an essay on Black women as bridge leaders in education

Cited by 57 publications

References 19 publications

Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

New Lands, New Languages: Navigating Intersectionality in School Leadership

Women In Pk-12 Educational Leadership: Identity And Insight

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