Critical Leadership Theories' Influences: A Qualitative Investigation With Detroit Principals Confronting Inequitable Policy and Practice

• In Event: Lessons From the Field: Examples of Bold Social Justice Leadership

Abstract

Detroit is the lowest performing urban school district in the United States with 65 schools on Michigan’s Department of Education’s priority list and significant gaps in performance related to poverty and race. Recognizing that effective school leadership is essential for student achievement, seven selected principals participate in a university-sponsored Partnership to build and sustain leadership pipelines and provide Detroit’s schools with quality leadership. Participating principals read and discuss critical leadership theories that preclude ahistorical, decontextualized understandings of schools and outcomes. Themes emerged from qualitative reflexive journaling data around social justice leadership, culturally responsive leadership, and transformative leadership. This manuscript represents a symbiotic relationship between researchers and school leaders and offers suggestions to facilitate more stakeholder voices in educational leadership literature.

Authors

• Donya Odom, Eastern Michigan University

• Jeffery Delshawn Robinson, Detroit Public Schools

• Rema Reynolds, Eastern Michigan University

• Clyde Barnett, Eastern Michigan University

• David Anderson, Eastern Michigan University

• DeSheil Lrae Echols, Detroit Public Schools Community Schools District