We Are Culturally Relevant Teacher Leaders: A Self-Study

• In Event: Sheraton Roundtable Session Three
  In Roundtable Session: Self-Studies of Enacting Equity-Centered, Culturally Relevant Teacher Education (Table 13)

Abstract

Recognizing and embracing one’s identity as a teacher leader is difficult. This is because one’s identities are constantly evolving and are situated within a particular context and time period. During the 2021-2022 school year, we struggled to acknowledge and accept our teacher leader identities. This was due to: (1) we did not see ourselves as leaders in our classrooms; (2) our negative experiences and interactions with school leaders; and (3) feared vulnerability. With the question, “Are we culturally relevant teacher leaders?” this self-study explored our teacher leader identity through Ladson-Billings’ theory of culturally relevant pedagogy (CRP) and Collins and Bilge’s (2021) conceptualization of intersectionality. Our findings revealed two emergent themes: “Leaders in Disguise” and “Navigating and Embracing One’s Identities.”

Authors

• Kevin Cataldo, Montclair State University
  Presenting Author

• Samantha Harrienger, Empowerment Academy Charter School
  Presenting Author