Culturally Relevant Teacher Leadership: Narratives of Critical Teachers of Color

• In Event: Teacher and School Leaders Building Culture, Belonging, and Inclusion for Students

Abstract

This paper reports on a qualitative research study examining how teacher leaders of color operationalize culturally relevant teacher leadership and how they narrate their actual and aspirational influence within their school, especially as it pertains to equity. The participants are teachers within urban schools who have engaged in university based leadership development activities, including pursuing administrative licensure through the same urban educational leadership program. We examine three ways the participants engage as culturally relevant teacher leaders. First, participants integrate their identities as educators and women of color into their culturally relevant leadership narratives. Second, participants are strategic about operating within organizational and district policy contexts. Third, participants identified various structures that support their critical practices within and outside their organizations.

Authors

• Samantha P. Scribner, Miami University (OH)

• Paula A. Magee, Indiana University - Indianapolis

• Craig J. Willey, Indiana University - Indianapolis