What silence can teach us about race and leadership

Abstract

Silence is laden when it comes to race and leadership. We believe it is critical to reclaim the kind of silence that supports conscious transformation. Our contribution in this endeavor is twofold. Firstly, we distinguish between fear-based silence and sacred silence. Fear-based silence can be a running away from discomfort, a covering up of trepidation and anxiety. It can lead to collective amnesia and willful ignorance, a hoarding of status, privilege, and power, and forge deep divides between people. This is the world of masks and performativity, and at its worst harbors prejudice, hate, and destruction. Leadership tolerant of fear-based silence permits a festering of racism. Sacred silence by contrast heals and raises consciousness. For the kind of leadership required to consistently and indefatigably push for change and disruption to racism, we need a practice of sacred silence. Sacred silence cultivates the courage to look fearlessly within personal shadows and bravely at what is required to make the world a safe, secure, and just place for all. Secondly, we present four themes that emerged from our reflexive inquiry into race, leadership, and silence: listening dialogue, returning to Mother Earth wisdom, honoring potential, and practicing mindfulness in a context of collective wisdom.

Leadership development, gender and race: Intersectional insights from South Africa

“…The significantly higher occurrence of immediate resignations among Black women, relative to the other three groups and in light of existing literature on gender, race and leadership (Ibarra & Barbulescu, 2010;Powell, 2012;Spiller et al, 2021), suggest that the Black women experience either the programme or the organizational environment in which it takes place as rather negative. This inference, however, is contradicted by frequent references to having 'enjoyed working for the company' and having 'a pleasant experience' within exit documentation.…”

“…These journeys specifically pertain to the challenges of discrimination, stereotyping and structural barriers (Benschop & Brouns, 2003; Benschop & Doorewaard, 1998; Carton & Rosette, 2011; Castilla, 2008; Chisholm‐Burns et al, 2017). Similarly, a growing body of research argues that people of colour do not experience leadership situations in the same way as White people (James & Busia, 1993; Littrell & Nkomo, 2005; Littrell & Valentin, 2005; Moorosi, 2021; Nkomo, 2011; Ohlott, 2002; Parker, 2005; Spiller et al, 2021). More specifically, people of colour experience challenges within leadership development contexts regarding visible role models, cultural differences, stereotyping, discrimination, heavy penalties for mistakes, and resistance to authority (Ellis et al, 2006; Livingston et al, 2012; McCarty Kilian et al, 2005; Rosette et al, 2016).…”

How Generative Mindfulness Can Contribute to Inclusive Workplaces

“…Leaders can transform work environments just by walking in the room if they are aware of this presence. The environment picks up on your tensions, energy, and perspectives (Spiller et al 2021 ).…”

“…They inquire bravely into their experience, pursuing journeys of transformation and change no matter how uncomfortable, encouraging others to do so as well in service of collaboratively creating a world where all are respected and valued. (Spiller et al 2021 , p. 82)…”

Tertiary STEM for All: Enabling Student Success Through Teaching for Equity, Diversity and Inclusion in STEM

“…Although there has been much talk and awareness around the "isms" in recent post-COVID times (after the Black Lives Matter and the #MeToo movement), there is a need to disrupt the Australian culture of institutional silence (Mapedzahama, Rudge, West, & Perron, 2012;Vass, 2013). Drawing from Freire (1970), Spiller, Evans, Schuyler, & Watson (2021) explain how "silence or silencing" happens when there is pressure to conform or avoid speaking against the norms of the dominant culture. This "silence" has been prevalent in Australian higher education culture (Fredericks, 2009;Gunstone, 2020;Lander & Santoro, 2017).…”