Employing Documentary Film in the Preparation of Equity-Oriented School Leaders to Disrupt Majoritarian Narratives

• In Event: Advancing Equity and Inclusivity Through Ethical Leadership and Documentary Engagement in Education

Abstract

This qualitative study employs teacher action research to examine how primarily Black and Latinx aspirant school leaders experience the documentary film Stolen Education as a pedagogical tool to disrupt majoritarian narratives regarding Mexican American K12 students. Situated at a Hispanic Serving Institution, this case study centers on the perspectives of students taking a Race Education and Justice course in a principal preparation program. We find that the film operated as a counter-story by allowing participants to (a) acknowledge the historical erasure of Latinx history from their P-20 educational experiences; (b) recognize the role of linguistic genocide in the film and in their own family histories; and (c) create linkages between past educational injustices Latinx students and the persistent majoritarian narratives.

Authors

• Van T. Lac, University of Illinois at Chicago

• Sofia Bahena, University of Texas - San Antonio

• Carrie Anna Mitchell, University of Texas - San Antonio