Critical Leadership for Critical Pedagogy: A View From Three Urban Districts

• In Event: Transformative Leadership on the Front Lines: In Pursuit of Excellence and Equity for All Students

Abstract

Traditional pedagogy in U.S. secondary schools is presented confidently as one-size-fits-all, but it does not fit a large percentage of students. One-for-all pedagogy forces students to learn one way in order to graduate successfully. Those who do not or cannot learn in that one way are essentially pushed out of school. The current failing standardized traditional pedagogical model should not be applied to all students. Just as the epistemology of students from different cultural populations is complex, so too is the way in which they must be taught. Alternate pedagogies that teach students the way they learn provide a much more equitable approach (Darder, 1991, 2002; Delpit, 1995; Dewey, 1915; Diemer & Blustein, 2006; Duncan-Andrade & Morrell, 2008; Freire, 1973, 1998; Gibbs & Howley, 2000; Gruenewald, 2003; Kincheloe, 2004; Martin, 2008). Many teachers realize that they must teach the way students learn; however, they forced to teach in a Northern-European standardized fashion that is perceived to be more compatible with standardized testing (Author, 2011).

This standardized failure can be remedied. High school and district leaders have the authority to initiate and sustain a different overarching pedagogical philosophy that allows, and even expects, teachers to teach (as most recognize they must) in a manner that assures all of their students have the opportunity to be successful. Alternative pedagogical approaches better prepare marginalized student populations for the ubiquitous accountability testing and successful graduation. The only factor lacking in school-specific transformation from traditional to alternative pedagogy is the will of the school and district leaders.

The purpose of the study was to allow central office leaders to speak to the notion of setting aside traditional pedagogy and advocating for the use of alternate pedagogical models in their schools, especially though partnerships between principals (the school leaders) and teachers (the classroom leaders). This qualitative study employed a modified grounded theory constant comparative data gathering and analytic approach (Strauss & Corbin, 1998; Charmaz, 2005, 2006). Three associate superintendents in three different low-socioeconomic student serving school districts in Texas were interviewed.

The findings reflected a strong willingness to operationalize alternative pedagogy by using principal/teacher partnerships to facilitate it. These transformative district leaders were well beyond enthusiastic about their plans (many in-process) for creating a more equitable learning environment for their students. Their on-the-ground insights and tangible current actions provide practical evidence to bolster well-meaning theory. The pursuit of “equity and excellence” is not just a goal in these districts; it is quickly becoming a reality.

Author

• Mark D. Halx, Halx Consulting Group