Autobiography as Pedagogical Tool for Equity and Justice-Oriented Leadership Development

• In Event: Racial Autobiography as a Catalyst for Antiracist Leadership Identity

Abstract

Purpose. Scholars argue that content related to embracing difference, understanding inequities (Galloway & Ishimaru, 2015), confronting racism (Gooden & Dantley, 2012; Miller 2021), and understanding how to take action regarding inequitable policies and practices in schools continues to be an area that needs further exploration within administrator preparation programs (Bertrand & Rodela; 2018). Although cultural autobiographies have been supported as a learning tool for teachers and aspiring school leaders, e.g (Brown, 2004), how knowledge translates into building capacity for leadership development is still underexplored in the literature. This paper focuses on autobiographical writing and analysis as a pedagogical tool for leadership development for equity and justice.

Perspectives and Theoretical Framework. This paper utilized anti racist, equity and social justice literature to frame the autobiographical analysis. At the forefront of the themes on leadership for social justice is raising a critical consciousness and awareness of the impact of race, class, gender, sexual orientation, and disability on schools and students’ learning among aspiring school leaders (Theoharis, 2007). Social justice is also a call to activism and an invitation to challenge institutional structures that reproduce inequities and oppressive practices (Bogotch, 2002; Marshall, 2004).

Additionally, positionality as a scaffolding concept was utilized as a lens to inform how students interrogated their experiences in relation to the social identities they claimed, and partial knowledge regarding those experiences accorded them (Kumashiro, 2000). In their autobiographical writing and analysis students were expected to intentionally address their cultural identity regarding race/ethnicity, class, gender, language, religion, ableness and other cultural locations. Locating themselves culturally offered them an opportunity to interrogate their values and assumptions about difference, privilege, racial and social injustices and inequities.

Methods and Data Sources. Participants were 17 aspiring school leaders and teacher leaders who were graduate students (2018-2022) from one educational leadership program in a private research institution located in the Northeast. After IRB approval the participants consented to an interview and having their assignments utilized for data. Data analysis entailed establishing codes based on concepts related to social justice, positionality awareness of social identities.

Results. Two findings are discussed: 1) Positionality Awareness as a Meaning Making Tool for Leadership Development, and 2) Confronting the Cultural Self as Catalyst for Leadership Praxis. Although the course was designed for students to pay attention to the idea that one’s positionality can bias one’s epistemology, their leadership development was shaped by their capacity to be vulnerable and take risks in their learning. Reconceptualization of the self in order to be prepared to take on leadership roles that confront inequities and injustices happens at different levels since aspiring school leaders enter preparation programs with varying experiences.

Scholarly Significance. Being aware of what position one speaks from allows one to understand their partiality of knowledge (Kumashiro, 2000) while broadening one’s skills of what it takes to lead in an environment that is embedded with structural inequities, racism, and unjust school practices. This work explores and demonstrates the nexus of autobiographical analysis, positionality and one’s capacity to lead for equity and justice.

Author

• Christine W Nganga, The George Washington University