Pedagogies of Re: Toward a Decolonial, Emancipatory Framework of Educational Leadership

Session Type: Symposium

Abstract

Drawing from critical race methodologies, feminista practices, and decolonial pedagogies, three scholar PRAXISioners in Educational Leadership programs address AERA’s call to accept educational responsibility through investigating the following: What decolonial paradigms, structures, pedagogies, and testimonios contribute to and result from both problematizing and creating ruptures in traditional Educational Leadership Ed.D./M.A. programs?; How might Educational Leadership Ed.D./M.A. be reimagined in ways that are racially affirming and recenter Indigenous paradigms?; and What sacred knowledge emerges from such work? We advance these lines of inquiry to provoke programs, particularly with first generation students and faculty of Color, to move beyond making technical adjustments to radically reimagine how to center minoritized perspectives.

Sub Unit

• Division G - Social Context of Education / Division G - Section 4: Policies, Mattering, and Praxis

Chair

• Vajra M. Watson, California State University - Sacramento

Papers

• (Re)Visioning an Emancipatory School Leadership Program Through Critical Race Feminista Praxis - Rebeca Burciaga, San José State University

• A New Beginning: Reimagining Program Goals, Design, and Content of an Educational Leadership Program - Pedro E. Nava, Santa Clara University

• From Transactional to the Transformative: Scholar PRAXISioners Being Emancipatory Leaders - G. T. Reyes, California State University - East Bay

Discussant

• Vajra M. Watson, California State University - Sacramento