Dismantling Social and Organizational Injustices Through Critical Teacher Leadership: A Participatory Research Study

• In Event: Teacher and Middle Leadership

Abstract

There are a plethora of social and organizational inequities negatively impacting racialized youth and staff within our public education systems. While teacher leadership has been investigated for several decades, critical teacher leadership is an emerging concept and is notably unexplored. During the 2022/2023 school year, a participatory research team of seven teachers engaged in critical teacher leadership practices to address social and organizational injustices within their Canadian school district. Through participatory action research and participatory policy analysis methods, teachers acted and reflected upon the impact of their practices and unpacked the social and systemic barriers they encountered during such processes. Data generation sources included photovoice techniques, individual and group reflection discussion transcriptions, and policy document analysis.

Author

• Jordan Laidlaw, University of Manitoba