Journey of Elam: The Servant-Leadership Pedagogy of a Public Intellectual

• In Event: Embracing Soul Work: Black Educators Teaching for Justice

Abstract

Objectives or purposes
The purpose of this paper is to explore and share the journey and pedagogy of Dr. Elam, a woman of color, as a public intellectual who is a servant leader for social justice. Dr. Elam’s method of working for the betterment of people across diverse social groups is framed by spiritually grounded principles that inform her teaching and leadership practice(s).

Perspective(s) or theoretical framework
We situate this auto/biography in the tradition of critical pedagogy and critical social justice leadership. The assumptions of critical social justice leadership identified by Ryan and Rottman (2007) are: a) Social institutions are human creations which disadvantage some groups more than others, and patterns odd is/advantage are not always visible; and b) social justice is more than resource distribution, is inconsistent with the idea of just desert, favors equity over equality, permeates all aspects of education and calls for hope. We characterize the leadership journey of Dr. Elam as servant-leadership grounded in the ethics of (racial) justice and critical spirituality. We use Freire’s (2000) framework, pedagogy of the oppressed, to describe Dr. Elam’s critical pedagogical stance.

Methods, techniques, or modes of inquiry
Using auto/biographical methods (Bullogh & Pinnegar, 2001) we examine critical moments in her work across contexts: conducting diversity workshops, providing professional development for principals and teachers, and leading district and regional interventions in response to court orders to racially desegregate.

Data sources, evidence, objects, or materials
We used interviews, documents, websites, and participant’s publications to examine the evolution of her thought processes and pedagogy.

Results and/or substantiated conclusions or warrants for arguments/point of view
In the journey of Elam we find an expression of critical social justice leadership that is inspired and empowered by the values of public service, spirituality, and humanitarianism. We traced her practice as a female educational leader through principles and pedagogical moments: Hope, high expectations and equitable excellence, critical spirituality, “The Elam Method” (Culturally competent leadership), principal preparation, humanizing pedagogy to counter dehumanization through a pedagogy of love. Her problem posing pedagogy includes dialogical walk-throughs, focus groups, and a carousel activity that confronts deficit thinking.

Scientific or scholarly significance of the study or work
This auto/biography contributes to our knowledge of educational leadership practiced by Black female educators and supports Dr. Elam’s motivations to pass the torch and pay it forward. By documenting her contributions to education we hope to fill in the gap in the scholarship on the leadership of Black women as public intellectuals. She follows in the intellectual tradition of Black leaders working to support the oppressed and advocate for social justice/anti-oppressive ideas and practices. Furthermore, this auto/biography of a public intellectual offers several pedagogical lessons to those who prepare leaders through a framework of social justice.

Authors

• Zorka Karanxha, University of South Florida

• Vonzell Agosto, University of South Florida