Decolonizing Educational Leadership: Resisting Logics of Coloniality Toward Transformative Praxis With Youth

• In Event: 45.035 - Subaltern Knowledge of Educational Leadership and Coloniality: Pathologizing People of Color and the Poor

Abstract

The compounding experiences of colonial miseducation of youth of color (Constantino, 2002; Grande 2008; Woodson, 1933), neoliberal policies and logics in urban communities (Ginwright & Cammarota, 2006; Lipman, 2011; Torre & Fine, 2006), colonial logics that render the role of spirituality in social movements as invisible (Santos, 2014), and adultism in legal and social institutions (Gordon, 2010) constrain the transformative possibilities of youth agency in educational leadership. Through the decolonizing interpretive research methodology (Darder, 2015), this paper utilized the interrelated lenses of critical pedagogy (Darder, Baltodano, & Torres, 2009) and decolonizing pedagogy (Shahjahan, Wagner, & Wane, 2009; Tejeda & Espinoza, 2003) to explore how a decolonizing transformative youth organizing paradigm (Bautista, 2018) can inform educational leaders who seek to resist the reproduction of the logics of coloniality in school leadership through a decolonizing educational leadership praxis with youth for transformative possibilities.

Author

• Emily Bautista, YouthBuild Charter School of California (YCSC)