Critical Teacher Leadership for Equity-Oriented Practices in Urban Classrooms, Schools, and Communities

• In Event: Moscone Center West Roundtable Session 8
  In Roundtable Session: Critical Teacher Leadership for Equity-Oriented Practices

Abstract

This paper draws from data generated in a seven-year qualitative research study to examine the experiences of three urban teacher-leaders who represent diverse intersectional identities. It employs theories of intersectionality and extends frameworks of teacher leadership by elaborating on the concept of critical teacher leadership. The paper’s primary finding is that identity constructs of gender, age, and race significantly mediated the teachers’ leadership practices and associated outcomes related to promoting equitable educational practices beyond their classrooms. The teachers’ equity-oriented leadership efforts centered on building relational trust and collaborations with students, colleagues, administration, and community members being mindful of their own, and others, intersectional identities.

Authors

• Allison Skerrett, The University of Texas at Austin

• Amber Warrington, Boise State University

• Thea Williamson, Salisbury University

• Cori Salmerón, Georgia State University

• Randi Beth Brady, The University of Texas - Austin