Abstract
Based on the voices of Black youth from a study on schooling experiences of Black youth in Canada that used Afrocentric sharing circles and in-depth interviews we explore the role of school leadership in addressing discrimination, alienation, non-inclusive curriculum, and systemic racism. Framed by Afrocentric and critical race theories, we argue that educators can lead by viewing education as a vehicle for racial justice and schools as sites of resistance. Recognizing that learning, knowing, and social action are bigger than education disrupts hegemonic positioning of knowers and learners. Culturally responsive emancipatory, teaching/learning, and politicized caring can inform equitable outcomes by understanding that educational institutions are microcosms of larger systems, and that racism cannot be combated by continuing to do what feels normal. Politicised caring eschews colour-blind notions of care, protecting Black youth from more racial trauma,” and enables Black lives, culture, history etc. to be centered. It promotes high expectations for all students, teachers opening up their territories intrinsically, disrupting the Eurocentrism of the curriculum and collaborating with families and communities as honoured knowers with valuable cultural assets. This approach broadens the roles and responsibilities of school leadership, educational policies, formal / informal knowing, what is knowable, and as a catalyst for social action, it can galvanize paradigm shifts (new learnings) and social change.
Presenters
Olufunke ObaAssociate Professor, Social Work, Toronto Metropolitan University, Ontario, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
Roles, Responsibilities, School Leadership, Knowing, Learning, Acting, Social change, Black
