Somali Teacher Leadership: Decolonizing Educational Spaces Through Culturally Responsive School Leadership

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

Abstract

This study examines the cultural responsiveness of a socially justice oriented Black Somali immigrant teacher who both advocated and served as an agent of change for her Somali community. We, therefore, examine through case study how cultural responsiveness is taken up by a Black immigrant teacher, contributing to her effectiveness as a teacher leader serving immigrant students. This study examines two aspects of Culturally Responsive School Leadership (CRSL): culturally responsive curriculum and pedagogy, community engagement. The least explored area of CRSL is the role of school leaders in supporting teachers in being both humanizing and culturally responsive to the needs of students. We theorize that a Somli teacher leader's practice was decolonizing as it recognized immigrant children’s worth and humanity.

Authors

• Nimo Abdi, The Ohio State University - Columbus

• Stefanie L. Marshall, University of Minnesota - Twin Cities

• Muhammad Khalifa, The Ohio State University - Columbus