Engaging Pedagogies of Relationality to Reimagine Educational Leadership
Titles of Presentations in a Panel
Locating Themselves: Black Womxn’s Geographies of Professional Socialization - e alexander, The University of Kansas
Embracing Reciprocity through Indigenous Youth-Led Video Ethnographies - Donna DeGennaro, University of North Carolina Greensboro
Thug Life as a Framework for Stages of Consciousness: Examining How Black Male MOB Youth Navigate Processes of Alienation - Ishman Anderson, San Francisco State University
Abstract
From 2020-2022, the COVID-19 pandemic laid bare many of the failings of worldwide, neoliberal, socio-political and economic institutions as the world halted, pivoted to a “new normal”, and then attempted to re-engage in prepandemic “life as usual”. As educators and young people return to learning spaces, young people are experiencing mental health challenges at greater rates than in years past (Mental Health America, 2022) and educators are experiencing intense burnout and fatigue, triggering many to choose to leave the profession (Kamenetz, 2022). These phenomena indicate massive institutional fall-out from a system that has been designed to ignore the needs of the very people it is ostensibly meant to serve. Papers in this session acknowledge the broad failings of neoliberal technorationalist institutions to support teachers and learners in becoming more fully themselves. In response, authors in this session provide alternate visions of what is possible in education when students and educators claim their own humanity and reject dehumanizing neoliberal, institutional visions of education. Paper #1 describes how Black womxn (co-)construct geographies for their professional growth that retain Black womxnhood at their centers – and in doing so challenge academia’s dominant discourses about students’ socialization processes and outcomes. Paper #2 describes the collective practices of youth leaders who facilitate education and technology workshops in two Indigenous youth organizations, Pachemama’s Path and Unlocking Silent Histories and how the youth leaders contribute to sustaining these programs and holding outside partners accountable to reciprocity. Paper #3 invokes Tupac Shakur’s construct of thug life as a theoretical and analytical lens to examine how Black male youth in the community organization, My Other Brother in Oakland, CA, develop political consciousness by recognizing 1) individual and structural oppression, 2) pride and solidarity in community struggle, and 3) political praxis and resisting structural racism as a function of Black male success.
Presentation Description
.
Location
Room 109
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Alexander, e; DeGennaro, Donna; and Anderson, Ishman, "Engaging Pedagogies of Relationality to Reimagine Educational
Leadership" (2022). Curriculum Studies Summer Collaborative. 43.
https://digitalcommons.georgiasouthern.edu/cssc/2022/2022/43
Engaging Pedagogies of Relationality to Reimagine Educational Leadership
Room 109
From 2020-2022, the COVID-19 pandemic laid bare many of the failings of worldwide, neoliberal, socio-political and economic institutions as the world halted, pivoted to a “new normal”, and then attempted to re-engage in prepandemic “life as usual”. As educators and young people return to learning spaces, young people are experiencing mental health challenges at greater rates than in years past (Mental Health America, 2022) and educators are experiencing intense burnout and fatigue, triggering many to choose to leave the profession (Kamenetz, 2022). These phenomena indicate massive institutional fall-out from a system that has been designed to ignore the needs of the very people it is ostensibly meant to serve. Papers in this session acknowledge the broad failings of neoliberal technorationalist institutions to support teachers and learners in becoming more fully themselves. In response, authors in this session provide alternate visions of what is possible in education when students and educators claim their own humanity and reject dehumanizing neoliberal, institutional visions of education. Paper #1 describes how Black womxn (co-)construct geographies for their professional growth that retain Black womxnhood at their centers – and in doing so challenge academia’s dominant discourses about students’ socialization processes and outcomes. Paper #2 describes the collective practices of youth leaders who facilitate education and technology workshops in two Indigenous youth organizations, Pachemama’s Path and Unlocking Silent Histories and how the youth leaders contribute to sustaining these programs and holding outside partners accountable to reciprocity. Paper #3 invokes Tupac Shakur’s construct of thug life as a theoretical and analytical lens to examine how Black male youth in the community organization, My Other Brother in Oakland, CA, develop political consciousness by recognizing 1) individual and structural oppression, 2) pride and solidarity in community struggle, and 3) political praxis and resisting structural racism as a function of Black male success.
