Becoming Marginalized: Preparing School Leaders to Understand the Impact of Marginalization in Intellectual Spaces

• In Event: 29.024 - Narratives, Reflections, and Socially Just Practices in Aspiring Educational Leadership Coursework

Abstract

This study draws on data from a course designed to prepare future administrators to work with, and engage marginalized PreK-12 students and their families. Graduate students undergo an intentional immersion in marginalization and write a narrative describing their experience and meaning making. The study articulates and describes emergent themes from the narratives, using Flow Theory to understand the impact of marginalization, and Transformation Theory to analyze shifting frames of reference. The purpose of the study is to better understand how this marginalization experience impacts future administrators’ perspectives and leadership.

Authors

• Sharon I. Radd, St Catherine University

• Karen Stansberry Beard, The Ohio State University - Columbus