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Description
This concluding chapter describes one way to think about leadership development for a new generation of educational leaders with intersectional identities. Leaders who are committed to Critical Leadership Praxis (CLP) (Pak & Ravitch, 2021) need ongoing professional learning to remain true to their transformative mission. Wang and Grogan point out the limitations of traditional models of professional learning in education leadership and outline why it is imperative that leaders are encouraged to author their own professional identity anchored in their personal identities. They propose storytelling as a critically reflective leadership development tool and describe their process and concept. By combining the idea of CLP with storytelling, they suggest an effective approach to professional development. This approach helps leaders to interrogate their leadership, understand the connections between their values and their actions, and discern if they are leading with integrity to gain trust. It also helps leaders demonstrate their deep commitment to their communities, and provides leaders with a platform to connect and motivate others to go on the journey for transformative action. By centering leaders whose intersecting experiences of marginalization distinguish their narratives, this approach helps to generate a collection of compelling counter narratives that the field needs to hear.
ISBN
9781032557441
Publication Date
7-2-2024
Publisher
Routledge
City
New York, NY
Disciplines
Bilingual, Multilingual, and Multicultural Education | Curriculum and Social Inquiry | Educational Assessment, Evaluation, and Research | Educational Leadership
Recommended Citation
Grogan, M., & Wang, A. H. (2024). A critically self-reflexive model for leader professional development: Centering intersectionality. In A. H. Wang & M. Grogan (Eds.), Intersectionality and leading social change in education: Professional learning to transform self, others, and the field. Routledge.
Copyright
The authors/editors
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons
Comments
In Aubrey H. Wang and Margaret Grogan (Eds.), Intersectionality and Leading Social Change in Education: Professional Learning to Transform Self, Others, and the Field.