Reflecting on the Identities of Teacher Leaders to Drive Effective Teaching and Leadership Strategies

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Reimagining Special Education: Integrating Equity and Community Knowledge (Table 4)

Abstract

This research examines the impact of identity on the practices of social justice teacher leaders. Utilizing a framework connecting teacher leaders’ perceptions, social identity, social location, critical consciousness, and praxis, this study employs a qualitative research design. I conducted semi-structured interviews with ten teacher leaders, mostly from minoritized groups in Southern Ontario schools. The constant comparative method was used to identify themes from the literature on social justice and teacher leadership. The results revealed that their leadership practices were profoundly shaped by their social identities and locations. They recognized their power and privilege and were willing to unlearn, relearn, and uncover biases. Minoritized leaders were able to navigate conflicts and adjust to new environments, while privileged leaders became allies.

Author

• Emma Ghosn, University of Toronto - OISE