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" The Racial Challenges Facing Black Male School Leaders Enacting Social Justice Agendas in Environments of Privilege "
Adkins-Sharif, Jamel
Zakharia, Zeena
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1107461
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| Doc. No
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TLpq2446953011
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| Main Entry
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Adkins-Sharif, Jamel
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Zakharia, Zeena
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| Title & Author
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The Racial Challenges Facing Black Male School Leaders Enacting Social Justice Agendas in Environments of Privilege\ Adkins-Sharif, JamelZakharia, Zeena
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| College
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University of Massachusetts Boston
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| Date
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2020
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| student score
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2020
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| Degree
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Ed.D.
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| Page No
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223
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| Abstract
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Social justice school leadership highlights and dismantles barriers to equity, inclusion, and quality outcomes for children whose communities have been disserviced by the education system. When resistance (Hynds, 2010) to this work racializes Black male principals through mechanisms of white racial power, those leadership efforts must then center racial justice. Small, highly resourced urban spaces and gentrifying city centers both operate schools where a privileged white minority can exert undue control over a majority nonwhite population, thereby reproducing the dynamics and outcomes of racial and class oppression. This study explored how three Black male principals enacted social justice agendas in their schools in the face of white supremacy, anti-Blackness, and white economic privilege. Further, the study situated the praxis of Black male social justice school leadership within the broader context of the fight against injustice and oppression. This autoethnographic counternarrative positioned schools within a colonial framework, viewing school practices as acts of colonization. Through autoethnographic analysis, interviews, and a focus group, the author applied critical race theory to expose the limits of social justice theory as a tool for racial justice in education. The findings indicated that: (1) the Black male principals in the study who enacted social justice centered race as a way to navigate white supremacy and privilege in schools; (2) these principals saw their presence and their work as an activation of their own racial power; (3) the principals viewed schools and schooling as inherently designed to produce disparate opportunities and outcomes; and (4) the work of creating racially and socially just schools was healing and empowering for the Black leaders and the communities in which they led and to which they belonged. The author also discusses implications for expanding social justice leadership theory to include explicit racial justice, illuminating Black lived experience in school leadership discourse and leadership theory, and interrogating the dynamics of race and racial power in leader and educator preparation.
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Educational administration
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Educational leadership
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Educational sociology
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Multicultural education
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