Using Intersectional Dialogues to Improve the Pedagogy of Social Justice Leadership Professors

• In Event: Best Practices for Social Justice Leadership

Abstract

This action research paper expands the literature and practical tools for teaching Social Justice Leadership in administrator preparation programs using sociocultural autobiographies and intersectional dialogues. Findings from this study indicate that participants developed new insights into themselves and their thinking as complex socio-cultural beings, thus bringing a heightened degree of self-consciousness and efficacy to their teaching practice. Second, participants experienced a meaningful, in-depth, and authentic cross-identity dialogue, resulting in improved facility in this crucial skill. Finally, the autobiography and dialogue tools used to facilitate the processes were clarified for utility and application in relationship to the development of social justice leadership.

Authors

• Sharon I. Radd, St. Catherine University

• Latish Cherie Reed, University of Wisconsin - Milwaukee