Paying Attention to Diversity: Developing Teacher Leadership for Social Justice Through Graduate Education

• In Event: Seeking Social Justice: Teacher Leadership for Equity, Inclusion, and Advocacy

Abstract

Within a Canadian context, Ryan (2002) noted that research on inclusive leadership for diversity was in a nascent stage, with few studies directly exploring the role of leadership in establishing inclusive education. These studies were usually aimed at administrators, and did not take into account informal teacher leadership roles or those more formally designated teacher leaders within schools or school districts. With the growing diversity of Canadian schools and the challenges to provide inclusive educational experiences for all students, there is a need for continued and sustained inquiry into the practices of inclusive leadership (Egbo, 2009). Adding to that need is the increasing recognition of the important role of teacher leadership for school improvement efforts aimed at improving educational experiences for all students (Harris & Muijs, 2004; Smylie, Conley & Marks, 2011).

While ongoing professional learning and development in the field is an important aspect of encouraging and supporting teachers to build their leadership capacity (Author, 2017c), in this article I suggest that graduate programs are an opportunity for awakening to agency for change in ways that may not be evident or accessible for teachers within their work contexts.

In this qualitative, narrative inquiry, I examine the stories of four recent graduates of a Canadian university with a Master’s of Education degree. While there is not a designated teacher leadership course within this program, these students took several courses on leadership, diversity, and school improvement that influenced their understandings about their potential as agents for social justice change, in and beyond their classrooms. Through individual and focus group interviews, I explored with them the influence of graduate education as a catalyst for their development of, or affirmation and deepening of, a social justice identity as a leader for change. Using a critical theory framework, conversations were analysed for patterns and themes.

Findings included: a) graduate programs served as a container, emotionally and intellectually, for pausing and considering the impacts of action or non-action for social justice, and allowed opportunity for developing or affirming a stance for their work within their schools; b) the importance of a community of support to test out and try ideas for social justice; c) there are challenges associated with coming to awareness through readings and conversations that practices and policies that were previously assumed to be of benefit for all students were more than likely causing harm and distress to many students.

In this symposium, I will share the lived experiences of teachers who awaken to a stance, or identity, of social justice agent for change through their graduate program, and the ways this has shaped and influenced their work in their schools and communities. Providing opportunities for students to inquire into, challenge, and confront their own assumptions and biases, with their course colleagues, about equity, inclusion, and diversity was an integral component of shifting mindsets towards a learning community perspective that embraced more inclusive notions of leadership by, with, and for teachers.

Author

• Sabre Lynn Cherkowski, University of British Columbia