Social Justice Issues in Educational Leadership
There have been many changes over the past few years in our district as well as our school in regards to race and equity. Working and living within the social construct of an institution of power, I see clearly oppressive behavior by means both overt and covert racism. It’s masked as micro-aggressions. In years past, the micro-aggressions have been more covert. However in our current political climate, the overtness of racism has revealed its ugly head.
I have laid out three goals to help us move our practices to become more culturally responsive: 1) Provide professional development opportunities in culturally responsive practices, 2) Create safe spaces for social groups, and 3) Create an action committee to develop multicultural awareness. The objective of these goals is to ensure our stakeholders and participants feel a sense of belonging, feel empowered, and feel supported. These attributes are critical when working with any culture. This is especially crucial for our teachers of color and teachers of immigrant backgrounds. I believe it is crucial to ensure that we retain good quality teachers. More importantly, good quality teachers that bring diversity to our staff and community.
The discussion of race and equality has always been the elephant in the room for any professional environment. I believe it is even more amplified in education. Before any professional development regarding race and equality, it is imperative that we establish norms through interaction and participation. We can then coordinate staff development on equity and equality. We should work to increase our awareness of our own unconscious biases and liberate our minds from the constraints of 1-size fits all teaching model practice.
This work is difficult and takes courage not only for me, but it also takes courage from all stakeholders. In my work as a UPEA Diversity and Equity representative, I have learned that social progression will not move an inch with one person pushing it through. It will need to take all stakeholders: People of Color and White people. The need for professional development geared toward diversity, equity, and inclusion through courageous conversations is now. Now is the time to provide spaces where differences can be negotiated for the sake of progression. The advancement of leadership within our black and brown communities needs intervention with intentionality. This movement can only be done with bringing all stakeholders to acknowledge that institutional racism is real and all stakeholders take action to make systematic change.
Four Commitments in SPU’s School of Education
My goal aligns with Four Commitments in SPU”s School of Education at it provides hope for not only my social and emotional well-being as a teacher, but it was provides hope for leveling the social constructs within my community. With bringing awareness, knowledge, skills, and advocacy to my community, we can continue to make small steps for equality and equity.
A Commitment to Service reminds me of my first call to serve. This call has been with me long before I was a teacher. I believe I am here because of Jesus and the community of influence that surrounds me. God has given me this gift and knowledge to share with others. My goal to equity and equality of all God’s people is nothing but as the spirit moving me to fulfill God’s plan.
I believe God has given me the gift to lead. Not physically, but mentally with a Commitment to Competence and Character. In a Commitment of Leadership, He imparted me with this knowledge from SPU so that I may do something with it. He made sure I am competent in moving communities for social progression. I believe this is why I am in my district now. I could move to a less than affluent school or school district, however, I believe God has a different plan for me to work where I am now. I believe I am imparted with the ability to lead to break the chains of institutional oppression which I feel is overtly practiced. There is a special arms-length license given to people of color in this community. As a teacher leader, I will bring people together and together we will make progress. It will be the content of my character that will be my resume to assume leadership role my community needs me to be.
District Plan and Alignment
In the work I have done over the past couple years, I worked to align the major stakeholders in my district in relation to equity and equality. My local EA, District administration, and PTA are now closely aligned into advocating for systematic change. In my EA, I created a diversity and equity space where teachers from across the district can come together to learn and share experiences relating to cultural responsive practices. Additionally, the PTA council is on the move to create a family and community engagement committee to address cultural responsiveness within their organization. Lastly, the work I’ve done directly impacted the creation of a district initiated Equity Advisory Team which looks at policies and programs in place.
While all these actions align with my own school district’s plans, we are still in need of a shift in the mindset of our stakeholders. My district leaders are in agreement. We are already in talks of working together to ensure we have maximum buy-in. It is really exciting to know that we are now sharing the same vision and goals.
