Positionality in Praxis: How K–12 Leaders Can Use Positionality to Build a Socially Just and Culturally Responsive Leadership Practice

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

Abstract

Positionality is a well-established way for researchers to reflexively consider their own biases, privileges, and personal lenses. But it also has the power to be meaningful for K12 leaders. Positionality can anchor inclusive practices for social justice and culturally responsive leaders. Naming positionality before a decision-making process acknowledges who is in the room and highlights who hasn't yet been invited. It helps ensure that cultural experience is valued as expertise alongside professional experience. Using examples of positionality in school-community communications, building-level leadership, instructional leadership, and research, the authors synthesize lessons they’ve learned in the field as K12 administrators with ideas from literature and study as doctoral students and a professor in order to propose using positionality in K12 leadership praxis.

Authors

• Wendy Lawrence, Eastern Michigan University
  Presenting Author

• Donya Odom, Eastern Michigan University
  Presenting Author

• Rema E. Reynolds Vassar, Wayne State University
  Presenting Author