Reenvisioning Teacher Leadership for Educational Justice

• In Event: Moscone Center West Roundtable Session 8
  In Roundtable Session: Examining Social Justice Leadership Development: Narrative and Protocols

Abstract

Drawing on critical race theory (Ladson-Billings & Tate, 1995), transformative leadership (Shields, 2018), and critical teacher leadership (Bradley-Levine, 2018), this qualitative study explores the teacher leadership perspectives, manifestations, and experiences of nine high school teachers committed to social justice in one large urban school district. Through questionnaires, interviews, journaling, and document collection, these equity-oriented teachers challenged schooling stratification systems that threatened the opportunities for Students of Color and to helping student’ organizations focused on student identity, community engagement, and educational justice. The teachers’ leadership efforts were challenged by high workloads and lack of district support. The study calls to re-imagine traditional narratives of teacher leadership to those focused on equity and social justice.

Author

• Leticia Rojas, Pasadena City College