Document Type

Article

Publication Date

2-28-2022

Publication Title

Cogent Education

Publisher

Taylor & Francis

Volume

9

Issue

1

First page number:

1

Last page number:

19

Abstract

Traditional notions of learning, teaching, schooling, and leading, contribute to the inequity and injustice found in schools. In this study, autoethnography was used as a process and product to explore one leader’s journey opening and leading a new “alternative” school as the school’s principal. These experiences create the backdrop of a larger narrative about public schooling and leadership. The findings, expressed through narrative, demonstrate that schools do not have to beget oppression, and school practices, framed in social justice, can create the needed environment and culture to develop liberatory praxis.

Keywords

Leadership for social justice; Autoethnography; Principalship

Disciplines

Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Psychology

File Format

pdf

File Size

862 KB

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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