Community-Engaged Leadership Preparation

• In Event: As Instructive as It Is Informative: Using Black Educational History to Prepare School Leaders for Equity

Abstract

Amidst current socio-political and contextual realities, educational leaders across the country are asked how they might redress persistent educational and institutional inequities which cut across racial, gendered and class lines. Further, educational leadership preparation programs are challenged to redesign programmatic features like curricula and internship activities (Genao & Mercedes, 2021; Author & Gilzene, 2022; Weiler & Lomotey, 2021). In this presentation, I assert that there is a pressing need to support Black youth and families, schools, communities, and educational leaders must engage in deep solidarities to counter current and future oppressive realities. Further, I offer additional perspective highlighting how the historical legacies of Black educational leaders can inform contemporary leadership preparation and practice.

This conceptual review of literature is guided by the research question(s): What are the common practices and skills of Black educational leaders in under-resourced, segregated school contexts? How can the historical leadership practices of Black educational leaders inform contemporary leadership preparation? I began the preliminary search utilizing major research and archival databases (e.g., ERIC). There are three emerging, conceptual themes from preliminary analyses: Black educational leadership, community engagement and development, and community-engaged leadership preparation.
Preliminary findings show that, out of necessity, pre-Brown and contemporary Black school leaders practiced equity leadership without the requisite resources (Savage, 2001). These leaders found unique ways to leverage their aspirations for Black youth, and Black cultural and community assets to develop and sustain successful Black educational institutions. Pre-Brown Black educational leaders were uniquely equipped to lead school communities: they served as the conduit between schools and communities; mentored community members; advocated for community resources; understood the historical, cultural, and everyday needs of the community; and committed to unifying goals intended to redress social, political, and economic barriers to success (Foster, 2009; Siddle Walker, 2001; Siddle Walker & Byas, 2003).

Additionally, scholars and recent national educational leadership standards have called for more community engagement and culturally responsive practices in educational leadership preparation and development (See NELP, 2018; Ishimaru, 2014, 2019; Khalifa, 2018; Author & Gilzene, 2022). Despite these calls, we have yet to see the widespread, significant shifts in leadership preparation and practice which might redress structural, systemic, and institutional inequities for Black youth and their communities.

Educational leadership programs, especially those engaged in redesign processes, should center the scholarship and practices of historical Black educational leaders. School leaders should be prepared to intentionally recognize assets and possibilities of Black youth and communities; build deep, reciprocal relationships with Black youth, families, and community members; advocate with Black communities to develop and sustain resources; and engage Black communities in co-leadership and decision-making processes (Author & Gilzene, 2022). To this end, the proposed model seeks to push us toward a more historically accurate approach to community-engaged leadership preparation.
This preliminary conceptual review suggests that leadership preparation programs must hire scholars whose work is informed by the legacies of Black school leadership; center Black educational perspectives in the curricula; and more intentionally engage aspiring leaders in the interdisciplinary work of leading schools and communities.

Author

• Darrius A. Stanley, University of Minnesota