Reconstructing a Historical Principal Leadership Paradigm: An Exemplar of Student-Centered and Democratically Motivated Principal Leadership
Location
Walsh A
Proposal Track
Research Project
Session Format
Presentation
Abstract
This year’s GERA theme of “Public Scholarship to Educate Diverse Democracies” is particularly relevant to my research on the leadership practices of Pre-Brown African American principals. Using qualitative methodology, the purpose of this systematic meta synthesis is to review and synthesize literature on pre-Brown African American principals’ beliefs, goals, and practices (Onwuegbuzie & Frels, 2016). To address the question, “How did pre-Brown African American principals define and deliver education?” Critical Race Theory (Leonardo, 2013; Dixon & Rousseau, 2006) and the Historical African American Pedagogical Model (Walker, 2009; Walker, 2013; Walker, 2015) provide the conceptual lens from which to analyze and construct this historical paradigm. This scholarship is significant because it establishes and constructs a moral and belief-driven leadership paradigm that mitigated systemic and inequitable opportunities for thousands of children of color. Further, pre-Brown school leaders used a this paradigm to prepare their students to enter and participate fully in a democratic society. In as much as children of color are subject to national and state-derived inequities, reconstructing this leadership paradigm has the potential to expand current leadership models and to effect more equitable and student-centered leadership paradigms designed to educate diverse democracies, particularly children of color.
Keywords
African American students, Principals, historical paradigms
Recommended Citation
Croft, Sheryl J., "Reconstructing a Historical Principal Leadership Paradigm: An Exemplar of Student-Centered and Democratically Motivated Principal Leadership" (2016). Georgia Educational Research Association Conference. 34.
https://digitalcommons.georgiasouthern.edu/gera/2016/2016/34
Reconstructing a Historical Principal Leadership Paradigm: An Exemplar of Student-Centered and Democratically Motivated Principal Leadership
Walsh A
This year’s GERA theme of “Public Scholarship to Educate Diverse Democracies” is particularly relevant to my research on the leadership practices of Pre-Brown African American principals. Using qualitative methodology, the purpose of this systematic meta synthesis is to review and synthesize literature on pre-Brown African American principals’ beliefs, goals, and practices (Onwuegbuzie & Frels, 2016). To address the question, “How did pre-Brown African American principals define and deliver education?” Critical Race Theory (Leonardo, 2013; Dixon & Rousseau, 2006) and the Historical African American Pedagogical Model (Walker, 2009; Walker, 2013; Walker, 2015) provide the conceptual lens from which to analyze and construct this historical paradigm. This scholarship is significant because it establishes and constructs a moral and belief-driven leadership paradigm that mitigated systemic and inequitable opportunities for thousands of children of color. Further, pre-Brown school leaders used a this paradigm to prepare their students to enter and participate fully in a democratic society. In as much as children of color are subject to national and state-derived inequities, reconstructing this leadership paradigm has the potential to expand current leadership models and to effect more equitable and student-centered leadership paradigms designed to educate diverse democracies, particularly children of color.
