Author

Ryan Pool

Date of Award

Spring 2021

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Linda Silvernail

Abstract

An antiquated approach to school leadership preparation has resulted in a shortage of leaders equipped to confront the challenges of racism and injustice in our school systems. School districts considering significant investment of financial and human resources in leadership preparation programs would benefit from an elevated understanding of how individuals arrive at a level of conscientization, or critical awakening, regarding issues of social justice. This case study examines one district’s approach to principal preparation, focusing on how specific professional learning interventions influenced participants’ beliefs regarding the transformative responsibilities of a school leader, and the common experiences that occurred between participants. Framed through a constructivist, transformative theory of leadership, the participants’ personal narratives provide a view behind the eyes of future leaders as their senses awaken, allowing them to see, hear, and speak to their responsibilities as racial and social justice activists.

Share

COinS