Tempering Applied Critical Leadership: The Im/Possibilities of Leading for Racial Justice in School Districts

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2022-11-15 DOI:10.1177/0013161X221137877
Vidya Shah, N. Aoudeh, Gisele Cuglievan-Mindreau, J. Flessa
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Abstract

How do leaders make the impossible choice between harm enacted on racially oppressed students and families, and harm enacted on them as advocates for racial justice in systems steeped in whiteness? How do they negotiate multiple harms in Black and Brown bodies? Purpose: Situated in between the literature on tempered radicalism and Applied Critical Leadership (ACL), this study explores the experiences of six Black and Brown mid-level and senior-level district leaders in Greater Toronto Area, in Ontario, Canada. Research Methods/Approach: We draw on counter-narrative methodologies including in-depth oral history interviews and ongoing communication with participants to explore the impossibilities and possibilities of leading for racial justice. Findings: Impossibilities include complicities and complexities, accountabilities and alliances, and different metrics, different expectations. Possibilities include present and future hopes, personal power and voice, and joy and fulfillment. Implications for Research and Practice: This study adds to the literature on critical race-tempered radicalism by offering three important shifts in perspectives about leading for racial justice that blur revolutionary leadership and ACL. These include challenging a politics of representation and the necessary change in metrics, accountability measures, and systemic necessary to demonstrate the readiness for anti-racist leadership; anti-racist leadership as messy, ambiguous, and contextual that make space for complicities and complexities of this work; and anti-racist leadership beyond anti-racist leaders, which recognizes leadership beyond any one person, role, location, or generation.
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强化应用批判性领导力:在学区领导种族正义的可能性
领导人如何在对受种族压迫的学生和家庭的伤害和对他们作为白人制度中种族正义倡导者的伤害之间做出不可能的选择?他们如何应对黑人和棕色人种身体的多重伤害?目的:本研究介于缓和激进主义和应用批判领导力(ACL)的文献之间,探讨了加拿大安大略省大多伦多地区六位黑人和棕色人种中高层地区领导人的经历。研究方法/方法:我们采用反叙事方法,包括深入的口述历史访谈和与参与者的持续沟通,以探索领导种族正义的不可能和可能性。调查结果:不可能包括复杂性和复杂性、责任和联盟、不同的衡量标准和不同的期望。可能性包括现在和未来的希望,个人的力量和声音,以及快乐和成就。对研究和实践的启示:这项研究为批判性种族调和激进主义的文献增添了内容,提供了关于领导种族正义的三个重要转变,模糊了革命领导力和ACL。其中包括挑战代表性政治,以及在指标、问责措施和系统性方面进行必要的变革,以表明反种族主义领导的准备就绪;反种族主义的领导混乱、模糊和背景化,为这项工作的复杂性和复杂性腾出了空间;以及超越反种族主义领导人的反种族主义领导力,承认超越任何一个人、角色、地点或一代人的领导力。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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