Leadership Participatory Action Research

• In Event: Moscone Center North Roundtable Session 9
  In Roundtable Session: Pin@y Educational PARtnerships: Ethnic Studies Students, Teachers, and Leaders as Scholar Activists

Abstract

Objectives
Although Ethnic Studies is rooted in the history of activism and community organizing, the relationship between Ethnic Studies and leadership development is undertheorized. Traditional leadership models range from the goal of gaining authority over people to neo-liberal pursuits of political power. This study looks at how ethnic studies can challenge these models by rearticulating leadership beyond the paradigms of oppression, domination, authority, and hierarchy, specifically resisting models of power and management within educational institutions through the implementation of Leadership Participatory Action Research (LPAR) in Pin@y Educational Partnerships.
Perspective(s) or theoretical framework
With the influences of Critical Pedagogy and Transformative Leadership, this study examines the impact of LPAR with our leadership coordinators in Pin@y Educational Partnerships (PEP), an Ethnic Studies leadership pipeline that cultivates critical urban educators and leaders in the pursuit of social justice and equity. The experiences of Filipina/o Americans is too often excluded in the field of education leadership and the examination of PEP leadership practices sheds light on the impact that Ethnic Studies counterspaces has on the pursuit of Filipina/o Americans in higher levels of education and entering positions of leadership.
Methods and Data Sources

This study uses extended grounded theory, auto-ethnography, and Critical Leadership Praxis (CLP) to collect and analyze data to investigate the leadership pedagogy with the coordinating team in PEP that produces an unprecedented number of critical leaders in classrooms, schools, and the community. Through our findings, we show the nexus between leading, teaching and learning of ethnic studies and the application of LPAR that informs our rearticulation of home, a space to create healing from oppressive trauma and the possibilities of hope to develop sustainable lifelong pursuit of social change at an administrative level.

Findings and Significance
Our LPAR focuses on the leadership philosophy and practices of Pin@y Educational Partnerships that has led many PEP leaders to realize their self-determination and leadership to transform their communities. The significance of this study is to reveal the experiences of Filipina/o Americans that has been excluded in the field of education leadership. PEP represents the hope and possibilities of addressing the needs of Filipina/o American students in education. PEP disrupts what traditional schooling represents in society by creating critical leaders whose purpose is to actively transform the institutions that reproduce oppression. In the past 12 years, PEP has impacted many PEP leaders, teachers, and students who have dedicated their lives to social justice and equity for all people. This research study provides insight about PEP implements LPAR with Critical Leadership Praxis through the experiences of current leaders in PEP and calls out educational leaders, teachers, and community leaders to establish partnerships to address the needs and issues of our students. A critical commitment to self and to their community, builds a critical mass of Pinay and Pinoy leaders that have dedicated their lives in transforming the world.

Authors

• Allyson Tintiangco-Cubales, San Francisco State University

• Dr. Rod Daus-Magbual, Pin@y Educational Partnerships