Critical dialogue through love and community: Duoethnographic counternarratives of leadership in a Latinx precollegiate program

• In Event: Love in Education

Abstract

As an example of critical community building for social justice in divisive times, the authors provide how they, as leaders, have built critical communal solidarity with students in the Latinx precollegiate program. They use their duoethnographic counternarratives to articulate their mentorship through their personal and institutional social practices and their multiple intersectional experiences with the Latinx students. Using Community Cultural Wealth, and critical theoretical frames (i.e., CRT, LatCrit and Critical Indigenous Theory), this research examines Latinx students’ intersectional learning through the authors’ leadership roles in the program, the schools, and the community of working in predominantly white education systems. Furthermore, we exemplify the critical perspective of leadership in a Latinx precollegiate program fostering radical responses of love toward Latinx students through dialogue, rapport, compassion, empathy, and struggles.

Authors

• Antonette M Aragon, Colorado State University

• Hsiao-Ching (Kirsten) Lin Hehn, Colorado State University