Document Type
Article
Publication Date
2-5-2021
Abstract
The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.
Recommended Citation
Peters, A. L., & Miles Nash, A. (2021). I’m every woman: Advancing the intersectional leadership of Black women school leaders as anti-racist praxis. Journal of School Leadership, 31(1-2), 7-28. https://doi.org/10.1177/1052684621992759
Peer Reviewed
1
Copyright
The authors. Reuse is restricted to non-commercial and non-derivative uses.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Educational Leadership Commons, Educational Sociology Commons, Leadership Studies Commons, Other Education Commons, Race and Ethnicity Commons, Social and Philosophical Foundations of Education Commons
Comments
This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Journal of School Leadership, volume 31, issue 1-2, in 2021 following peer review. The definitive publisher-authenticated version is available online at https://doi.org/10.1177/1052684621992759.