Creating Brave Space Using Transformational Classroom Leadership

• In Event: Division K Section 5 Poster Session

Abstract

The purpose of this study is to explore how multicultural education instructors use transformational leadership to establish “brave space” as a foundation for critical conversations about identity. Establishing brave space within education courses is essential toward facilitating pre-service teacher understanding of social justice; yet, research regarding the use of transformational classroom leadership to achieve this is scarce. A case study design comprised of semi-structured interviews with three multicultural education instructors and their students’ final reflections were analyzed through a lens of transformational classroom leadership. Findings suggest that transformational leadership practices such as modelling the way, challenging the process, encouraging the heart, etc. facilitate students’ understanding of identity, relational trust, and their tacit values. Such understandings are essential for pre-service teachers.

Authors

• Shihua Chen Brazill, Montana State University

• William G. Ruff, Montana State University