Paradigms of Culturally Sustaining School Leadership Development and Mentoring: Africentricity and Critical Spirituality Explored

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-10 - Leadership Development and Diverse Realities

Abstract

Through a qualitative narrative study and use of in-depth semi-structured interviews this
research explores the notion of culturally sustaining mentoring support through the experiences,understanding, and perceptions of leadership development of ten Black male secondary school principals. The research applies the critical epistemological frameworks of critical race theory, historicizing of knowledge, and participatory action research, and draws on the indigenous wisdoms, and traditions of people from the African Diaspora to inform the research study and inquiry. The research is poised to open a new line of inquiry in the study of culturally relevant/
responsive/ sustaining theory (CRRST). It strives to formulate a new color-conscious definition of culturally sustaining school leadership development and mentoring.

Author

• Phillip A Smith, Teachers College, Columbia University