Description
Building on course resources course participants will craft their Leadership for Equity Position Statement. Critically reflecting on privileged and minoritized identities within the context of existing power structures, participants will articulate the beliefs, values, and practices that underlie their approach to leadership for equity and justice. Your Leadership for Equity Statement should be between 500 to 750 words, and should be carefully and intentionally crafted for the purpose in which you intend to use it (job/grad program application, etc.). PLGs will play a critical role in workshopping Leadership for Equity Position Statements. A rubric will be made available to help guide the writing and evaluation of your Leadership for Equity Position Statement.
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Leadership for Equity Statement Rubric
Evaluation Items
Unsatisfactory (0- Satisfactory
2 pts.)
– 4pts.)
(2 Excellent (5 pts.)
Identifies
Does not identify
systemic/structural
specific
barrier(s) that present
systemic/structur
the greatest challenge to al barrier(s).
leading for equity and
justice.
Identifies specific
Identifies specific
systemic/structural systemic/structural
barrier(s) but needs barrier(s) and does
can do more to
and exceptional job
clearly articulate the in clearly articulating
challenge that they the challenge that
present to leading
they present to
for equity and
leading for equity and
justice
justice
Concisely demonstrates
how specific
systemic/structural
barriers work to
reproduce inequitable
relationships and
outcomes.
Demonstrates how
specific
systemic/structural
barriers work to
reproduce
inequitable
relationships and
outcomes, but fails
to offer tangible
examples.
Fails to concisely
demonstrate how
specific
systemic/structur
al barrier(s)
reproduce
inequitable
relationships and
outcomes.
Concisely articulate your Does not
philosophy and
concisely
approach to leadership articulate a
for equity.
philosophy and
approach to
leadership for
equity.
Demonstrates how
specific
systemic/structural
barriers work to
reproduce
inequitable
relationships and
outcomes, and offers
tangible and
contextually relevant
examples.
Articulates a
Articulates a
philosophy and
philosophy and
approach to
approach to
leadership with
leadership with
equity, but could do equity, and clearly
more to describe,
unifies and connects
unify, and connect the ideas and themes
the ideas and
within the philosophy
themes within the
and approach
philosophy and
presented.
approach presented.
Articulate how you will
Fails to
put your philosophy and operationalize
approach to leadership how philosophy
for equity into practice to and approach to
address the
leadership for
systemic/structural
equity will be put
barriers identified.
into practice to
address
systemic/structur
al barriers.
Articulates how they Articulates how they
will put their
will put their
philosophy and
philosophy and
approach to
approach to
leadership for equity leadership for equity
into practice to
into practice to
address the
address the
systemic/structural systemic/structural
barriers, but fall
barriers, and
short in articulating articulates how the
how the specifics of specifics of their
their approach
approach will
address the
address the
systemic/structural systemic/structural
barrier(s) they have barrier(s) they have
articulated.
articulated.
Leadership for Equity Position Statement
Building on course resources course participants will craft their Leadership for Equity Position
Statement. Critically reflecting on privileged and minoritized identities within the context of
existing power structures, participants will articulate the beliefs, values, and practices that
underlie their approach to leadership for equity and justice. Your Leadership for Equity
Statement should be between 500 to 750 words, and should be carefully and intentionally
crafted for the purpose in which you intend to use it (job/grad program application, etc.). PLGs
will play a critical role in workshopping Leadership for Equity Position Statements. A rubric will
be made available to help guide the writing and evaluation of your Leadership for Equity
Position Statement.
Course Text:
Preskill, S., & Brookfield, S. D. (2009). In Learning as a way of leading: Lessons from the
struggle for Social Justice. essay, Jossey-Bass.
Love, B. L. (2023). In Punished for dreaming: How school reform harms black children and how
we heal. chapter, St. Martin’s Press, an imprint of St. Martin’s Publishing Group.
Course Text:
Preskill, S., & Brookfield, S. D. (2009). In Learning as a way of leading: Lessons from
the struggle for Social Justice. essay, Jossey-Bass.
Love, B. L. (2023). In Punished for dreaming: How school reform harms black children
and how we heal. chapter, St. Martin’s Press, an imprint of St. Martin’s Publishing
Group.
Additional Resources:
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In N. Lyons and V.K. LaBoskey (Eds.) Narrative inquiry in practice: Advancing the
knowledge of teaching, (pp. 63-75). New York, NY: Teachers College Press.
Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing
teacher identity. Teaching and Teacher Education, 27(2), 308-319.
Bai, H. (2012). Reclaiming our moral agency through healing: A call to moral, social,
environmental activists. Journal of Moral Education, 41(3), 311-327.
Barkhuizen, G. (2016). Narrative approaches to exploring language, identity and power
in language teacher education. RELC Journal, 47(1), 25-42.
Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review
of current literature. Reflective Practice, 16(1), 123-141.
Brookfield, S. D. (2017). Uncovering hegemonic assumptions. In S. D. Brookfield,
Becoming a critically reflective teacher (2nd Ed.) (pp. 39-59). San Francisco: JosseyBass.
Caraballo, L., & Rahman, E. (2016). Visible teaching, (In) visible teacher: An educator’s
journey as a Muslim woman. English Journal, 106(2), 47-53.
Chang, H. (2008). Autoethnography. In Autoethnography as method. Walnut Creek, CA:
Left Coast Press.
Chavez, M. (2012). Autoethnography, a Chicana’s methodological research tool: The
role of storytelling for those who have no choice but to do critical race theory. Equity &
Excellence in Education, 45(2), 334-338.
Dewey, J. (1993). How we think: A restatement of the relation of reflective thinking to
the educative process. Buffalo, NY: Prometheus Books. (Excerpts)
Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview.
Historical Social Research, 36(4), 273-290.
Ellwood, C. M. (1993). Can we really look through our students’ eyes? An urban
teacher’s perspective. Educational Foundations. 7 (3), 63-78.
Fischer, J., & Kiefer, A. (2001). Constructing and discovering images of your teaching.
In P. B. Joseph & G. E. Burnaford (Eds.), Images of schoolteachers in America 2nd Ed.
(pp. 93-114). New York: Routledge.
Greene, M. (1978). Wide-awakeness and the moral life. Landscapes of learning (pp. 4252). New York, NY: Teachers College Press.
Helsing, D. (2007) Regarding uncertainty in teachers and teaching. Teaching and
Teacher Education. 23, 1317-1333.
Howard, G. R. (2016). White man dancing: A story of personal transformation. In G. R.
Howard, We can’t teach what we don’t know (pp. 17-31). New York: Teachers College
Press.
Johnson, R. M. (2013). Black and male on campus: An autoethnographic account.
Journal of African American Males in Education, 4(2), 25-44.
Kuh, L. P. (2016). Teachers talking about teaching and school: Collaboration and
reflective practice via Critical Friends Groups. Teachers and Teaching, 22(3), 293-314.
Merriam, S. B. (2004). The role of cognitive development in Mezirow’s transformational
learning theory. Adult Education Quarterly, 55 (1), 60-68. (Excerpt)
Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers
and Teaching, 21(6), 700-719.
Lowery, C. L. (2018). An autoethnography of culturally relevant leadership as moral
practice: Lived experiences through a scholar-practitioner lens. The Qualitative Report,
23(12), 3036.
Pantić, N. (2015). A model for study of teacher agency for social justice. Teachers and
Teaching, 21(6), 759-778.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective
thinking. Teachers college record, 104(4), 842-866.
Rodgers, C. R., & Raider‐Roth, M. B. (2006). Presence in teaching. Teachers and
Teaching: theory and practice, 12 (3), 265-287.
Sikes, P. (2010). The ethics of writing life histories and narratives in educational
research. In A. Bathmaker & P. Harnett (Eds.), Exploring learning, identity and power
through life history and narrative research (pp. 21-34). New York: Routledge.
Taylor, E. W. (2008). Transformative learning theory. New directions for adult and
continuing education, 119, 5-15. (Excerpt)
Tremmel, R. (1993). Zen and the art of reflective practice in teacher education. Harvard
educational review, 63(4), 434-459.
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the
United States. Peabody journal of Education, 72(1), 67-88.
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Teaching: Theory and Practice, 1(1), 33-50.
Yoon, I. (2019). Rising above pain: An autoethnographic study on teaching social justice
as a female teacher of color. Journal of Cultural Research in Art Education, 36(2), 78102.
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