Antiracist Leadership Practices That Foster Radical School-Community Relationships and Support Justice-Centered Systemic Educational Change

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Affirming Culturally Responsive and Antiracist Leadership Practices in Schools and Communities (Table 1)

Abstract

Working towards systemic anti-racist change in schools requires fostering radical relationships with school and community members. Principals are catalysts for organizational change and have the power and responsibility to organize equitable community collaborations that contribute to emancipatory progress. However, scholarship that conceptualizes anti-racist leadership for White principals to cultivate radical relationships is sparse. Drawing from ethnographic knowledge generated from experiences with a local school-community partnership, we integrate literatures on anti-racist school leadership, community partnerships, and whiteness studies to develop a framework that centers White principals’ leadership practices. We propose that four non-linear leadership practices foster radical relationships and support boundary spanning roles in school-community partnerships necessary for sustainable anti-racist change: acknowledging and challenging Whiteness, (un)learning, listening, and sharing power.

Authors

• Lindsey J. Kaiser, University of Maine
  Presenting Author

• Christopher Wegemer, University of California - Los Angeles
  Presenting Author