Critical Leadership for Transformation in Crisis

• In Event: Critical Leadership Praxis Is Not a Luxury

Abstract

Objectives

We will present our framework for critical self-reflection into racial identities as an aspect of critical, transformative leadership during moments of crisis, and then discuss how racial literacies can mitigate the stress that comes with these reflections and inspire bespoke theories of change.

Overview of Framework

Critical self-reflection requires racial literacy, which helps leaders understand themselves and the racial subtexts that exist around us. For White leaders, they are aware of the power and privileges that come with being White, and for leaders of color, they are aware of the differing forms of racism experienced on account of their race. These reflections then inform the type of critical, transformative leadership for equity that individuals wish to embody—as a White leader, are you a co-conspirator for racial justice (Love, 2019)? As a leader of color, do you draw from your personal experiences with marginalization to advocate for equity in schools, even when this advocacy is looked upon unfavorably by dominant groups?

These questions have become all the more salient during our twin pandemics of COVID-19 and systemic racism. COVID-19 has created a captive audience for the murders of unarmed Black people in the United States, where many White people appeared to express shock over the discovery of systemic racism. For leaders of color, they may be experiencing (re)traumatization spurred by the constant reminders of the intergenerational traumas faced by their communities, and/or they may be drowning in the emotional labor of showing a strong face to co-workers even while they are experiencing enormous pain inside.

Racial literacy emerges once again as an important skill that can help leaders come to healthy resolutions. Drawing from the techniques of racial mindfulness, we will show how leaders can build their awareness and skills for identifying and navigating their experiences of racially stressful moments and their external responses to those moments (Stevenson, 2014). Racially literate leaders leverage racial mindfulness to re-story themselves in positive and agentic ways that move them towards healthier relationship with themselves and to their schools (Ravitch, 2020).

Significance

Critical self-reflection has emerged as a significant, yet understated, aspect of crisis leadership. Conceptually, we know that critical self-reflections offer powerful processes for learning and growth. Yet it is during times of crisis when leaders face pressures to quickly make decisions, where critical self-reflection falls to the wayside because that is what is safe, predictable, and easiest, which can in fact exacerbate stress and trauma. We argue that maintaining a focus on racial literacy can offer a powerful tool for helping leaders manage the stressors of identity-based trauma that may emerge during these crises (Ravitch, 2020; Stevenson, 2014).


References

Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Boston, MA: Beacon Press.
Ravitch, S. M. (2020). FLUX pedagogy: Transforming teaching and leading during Coronavirus. Retrieved July 05, 2020, from https://urbanedjournal.gse.upenn.edu/volume-17-spring-2020/flux-pedagogy-transforming-teaching-and-leading-during-coronavirus
Stevenson, H. C. (2014). Promoting racial literacy in schools: Differences that make a difference. New York, NY: Teachers College Press.

Authors

• Sherry Coleman

• COURTNEY PORTLOCK, Doctoral Student at the University of Pennsylvania