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Keywords = racial justice leadership

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27 pages, 315 KiB  
Article
Belonging Among Black Women DEI Leaders Post the 2020 Social Justice Movement
by Naima Hall and Jennifer M. Johnson
Educ. Sci. 2025, 15(8), 1002; https://doi.org/10.3390/educsci15081002 - 6 Aug 2025
Abstract
This convergent mixed-methods study explores the lived experiences of Black women DEI leaders at predominantly white institutions within the context of an increasingly contentious national discourse surrounding diversity, equity, and inclusion (DEI) in higher education. Conducted prior to the 2024 election, a period [...] Read more.
This convergent mixed-methods study explores the lived experiences of Black women DEI leaders at predominantly white institutions within the context of an increasingly contentious national discourse surrounding diversity, equity, and inclusion (DEI) in higher education. Conducted prior to the 2024 election, a period marked by escalating resistance to DEI efforts, this research explores how America’s racial reckoning influenced institutional DEI initiatives and shaped the realities of those leading this work. Data were collected through a climate survey of 20 DEI administrators and semi-structured interviews with three senior-level Black women DEI leaders. The survey findings suggest that institutional commitments to DEI were largely reactive, emerging as crisis responses to national calls for racial justice. These efforts resulted in the short-term elevation of Black women into leadership roles, often without sustained structural support. The interview data revealed that Black women senior DEI leaders routinely encounter discrimination, marginalization, and the paradox of hypervisibility and invisibility within their roles. This study concludes with implications and suggestions for institutional policy and structural reform aimed at fostering more equitable and sustainable DEI leadership environments. Full article
15 pages, 246 KiB  
Article
Right Out the Gate: A Performative Auto-Ethnography on Race, Place, and Faith
by Jon Radwan and Angela Kariotis
Religions 2025, 16(3), 281; https://doi.org/10.3390/rel16030281 - 25 Feb 2025
Viewed by 557
Abstract
Racial justice rhetoric is approached via collaborative auto-ethnography and oral interpretation, demonstrating how race, place, and faith intersect in a community devoted to religion and education. Community narratives wield immense power, but they are never complete. Stories and the cultures that retell them [...] Read more.
Racial justice rhetoric is approached via collaborative auto-ethnography and oral interpretation, demonstrating how race, place, and faith intersect in a community devoted to religion and education. Community narratives wield immense power, but they are never complete. Stories and the cultures that retell them are alive and growing, so finding a voice can influence change. When racial justice voices are gradually over-written and forgotten, archival research and a commitment to engaged scholarship can identify and hold up historical leaders as role models. This article reintroduces a largely forgotten Catholic leader, Monsignor Thomas G. Fahy, into higher education’s narrative on race. Freie’s Pedagogy of the Oppressed provides a theoretical frame for an auto-ethnography relating pentimento “un/re/discovery” of Fahy leading to a digital oral/aural performance of some of his most enlightened speeches. Northern New Jersey saw widespread civil unrest and violence in the 1960s, and rather than turn away, Fahy turned “right out the gate” to listen and collaborate with Newark’s racial justice activists. Conclusions include a need for sustained attention to historical justice leaders in nurturing positive futures and the socio-political power of storytelling as a digital/oral rhetorical form. Full article
19 pages, 259 KiB  
Article
“Kuwentos as Resistance”: Revealing White Emotionalities in the Social Justice Leadership of Asian American Educators
by Jessica Wei Huang and Cheryl E. Matias
Educ. Sci. 2025, 15(2), 136; https://doi.org/10.3390/educsci15020136 - 23 Jan 2025
Viewed by 4015
Abstract
Asian American school leaders in K-20 schools and universities remain underrepresented in the field. As such, it is imperative that we study the experience of Asian American women (AAW) leaders to understand the racialized experiences of this specific group, particularly when they enact [...] Read more.
Asian American school leaders in K-20 schools and universities remain underrepresented in the field. As such, it is imperative that we study the experience of Asian American women (AAW) leaders to understand the racialized experiences of this specific group, particularly when they enact innovative leadership. We, the authors, argue that behind these racialized experiences are white emotionalities that are imposed upon AAW in uniquely raced and gendered ways. This conceptual paper addresses the following question: “how do white emotionalities thwart the innovative social justice efforts of female Asian American leaders in K-20 education?” To answer, we drew on the “kuwentos” of two AAW school leaders: one from K-12 administration and one from higher education administration. Kuwentos is derived from the Pinay concept of storytelling; thus, it is a befitting methodology to explicate these two women’s particular racial experiences. To critically interpret invisible operations of whiteness, we employed critical race hermeneutics (CRH) to reveal what is often left to the unconscious when examining the impact of whiteness on people of Color. To reveal how these seemingly natural presumptions are not so natural, CRH must be used. In drawing attention to how white emotionalities impact the innovative leadership of AAWs, the authors first use kuwentos to tell our own stories of experiencing white emotionalities. We then analyze these kuwentos through a CRH lens and end with implications and recommendations to positively impact AAW educational leaders. Full article
(This article belongs to the Special Issue Reimagining K-20 Educational Leadership in the 21st Century)
25 pages, 357 KiB  
Article
Activating/Mobilizing Intersectional Assets: Racial Justice-Focused School Leadership Systems That Center Students of Color and Privilege Their Interests
by Ung-Sang Albert Lee
Educ. Sci. 2025, 15(1), 23; https://doi.org/10.3390/educsci15010023 - 29 Dec 2024
Viewed by 1021
Abstract
Integrating Students of Color in school leadership offers ways to remediate the historical exclusion of Students of Color from schooling, develop asset-based educational practices for Students of Color, and offer rich developmental pathways for the students. Efforts to build more participatory leadership systems [...] Read more.
Integrating Students of Color in school leadership offers ways to remediate the historical exclusion of Students of Color from schooling, develop asset-based educational practices for Students of Color, and offer rich developmental pathways for the students. Efforts to build more participatory leadership systems must consider how the unique assets that Students of Color bring to bear are positioned and leveraged within such leadership systems, the kinds of structures and practices that facilitate the meaningful participation of Students of Color in school leadership, and how the interests of Students of Color are privileged through their participation in school leadership. This paper examines three student cases that analyze the students’ participation in efforts aimed at centering students in conceptualizing, designing, and implementing digital media-integrated school practices. The analysis will show that a diverse set of student assets, such as their families’ political activism, career aspirations shaped by experiences with literature across borders, and experiences with navigating tensions across multiple axes of exclusion, helped the students navigate their emergent roles in school leadership. Such asset-based participation led to the activation/mobilization of such assets towards the students’ broader life and educational goals. Together, their experiences can help inform the ways we build asset-based, racial justice-focused school leadership systems that facilitate the meaningful participation of Students of Color. Full article
(This article belongs to the Special Issue Reimagining K-20 Educational Leadership in the 21st Century)
20 pages, 543 KiB  
Article
Leaders’ Social and Disability Justice Drive to Cultivate Inclusive Schooling
by Chelsea P. Tracy-Bronson
Educ. Sci. 2024, 14(4), 424; https://doi.org/10.3390/educsci14040424 - 18 Apr 2024
Cited by 1 | Viewed by 3764
Abstract
The purpose of this article is to understand administrators’ personal beliefs and experiences related to inclusive education and social justice that are critical to their commitment, the leadership provided, and types of special education services that prevail in their districts. This study is [...] Read more.
The purpose of this article is to understand administrators’ personal beliefs and experiences related to inclusive education and social justice that are critical to their commitment, the leadership provided, and types of special education services that prevail in their districts. This study is embedded within a conceptual framework centered on inclusive education, and existing theoretical framings of leadership for social justice and disability studies in education. Further, it contributes to the conversation in a recent call to reimagine educational approaches in the United States that challenge systems, focus on racial and disability justice, and serve the public good. A qualitative research methodology with in-depth interviewing as the data collection method was used to understand the lived experiences and practices of seven district-level special education leaders. It specifically looks at the leaders’ drive to carry out social justice work and their overall value-based mission of socially just, equity-oriented inclusive education at the district level. It provides a research study on (1) how leaders come to carry out social justice and disability justice work in schools, (2) poignant career events that shape their justice work, and (3) their intentions to prepare under-represented and traditionally marginalized students to engage in society. The overall premise is that since district-level leaders are vital in shaping public schooling spaces, understanding their social and disability justice grounding is critical to disrupt marginalizing practices in PreK-12. Full article
(This article belongs to the Special Issue Making Our Way: Rethinking and Disrupting Teacher Education)
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14 pages, 379 KiB  
Article
Hauntological Pedagogies: Confronting the Ghosts of Whiteness and Moving towards Racial and Spiritual Justice
by M. Nathan Tanner
Religions 2022, 13(1), 83; https://doi.org/10.3390/rel13010083 - 17 Jan 2022
Cited by 4 | Viewed by 4150
Abstract
The purpose of this conceptual article is to bring critical theoretical frameworks and discourses used in educational research on leadership, pedagogy, and policy into conversation with literature on hauntology. Furthermore, this work aims to pursue avenues for theorizing and developing notions of [...] Read more.
The purpose of this conceptual article is to bring critical theoretical frameworks and discourses used in educational research on leadership, pedagogy, and policy into conversation with literature on hauntology. Furthermore, this work aims to pursue avenues for theorizing and developing notions of hauntological pedagogies by evoking the language and imagery of ghosts to confront the political, social, and spiritual problems in U.S. schooling contexts that stem from whiteness. This article is grounded in the critical discourses of antiracism, BlackCrit, critical pedagogy, critical race theory, critical whiteness studies, decolonial studies, and TribalCrit. By juxtaposing historical and contemporary case studies in U.S. schooling, this study demonstrates that whiteness, apart from constituting a socially constructed set of power relations, takes on religious or spiritual qualities. Critical educational researchers and practitioners will benefit from engaging with this work as it can help them conceive of and strive for more epistemologically, racially, and spiritually just schooling environments. Full article
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