Applied critical leadership through latino/a lenses: an alternative approach to educational leadership
Culturally responsive leadership
Applied critical leadership
Latino/a school leadership
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AbstractThe aims and objectives of this research were to investigate and better understand ways in which race and gender play out as differences of significant consequence in applied leadership practice. Utilizing qualitative case study methodology coupled with counter-story, a critical race theory approach, the authors analyze data on two Mexican descent educational leaders in the US: one Latino K-6 principal and one Chicana university Dean. Findings indicate evidence supporting positive identity leadership traits as practiced through raced and gender lenses, resulting in effective socially just and equitable leadership outcomes for the participants in the study. These findings are new and particularly relevant as demographic shifts in the US and the world include high numbers of Latino/a and Mexican descent individuals. The strategies employed by participants suggest subaltern ways of educational leadership not previously considered in research and literature. The authors discuss evidence of characteristics supporting applied critical leadership (ACL), an emerging leadership theory, in the leadership practices of the participants. Finally, mainstream implications and guidelines are provided for application in multiple educational leadership contexts
El propósito y objetivos de esta investigación fueron investigar y comprender mejor las formas en las que la raza y el género generan importantes consecuencias en la práctica del liderazgo aplicado. Se realiza un estudio de caso cualitativo con contra-historia con un enfoque teórico-crítico sobre raza,. Los autores analizan datos sobre dos líderes educativos de ascendencia mexicana en los EE.UU.: uno director de una escuela K-6 latina y el otro, director de una universidad chicana. Los hallazgos evidencian rasgos de identidad positiva de los líderes que permite la puesta en práctica de un liderazgo equitativo y socialmente justo entre los participantes del estudio. Estos hallazgos son novedosos y especialmente relevantes en EEUU y en el resto de países donde viven un alto número de descendientes de latinos y mexicanos. Las estrategias empleadas por los participantes sugieren alternar formas de liderazgo no consideradas ni en la investigación ni en la literatura. Los autores discuten las evidencias encontradas que definen la teoría emergente del liderazgo crítico aplicado (ACL). Por último, se aportan directrices para su aplicación en diferentes contextos
A finalidade e objetivos desta pesquisa foram investigar e entender melhor as maneiras em que raça e gênero têm implicações importantes para a prática da liderança aplicada. Foi feito um estudo de caso qualitativo com contra-história é com uma abordagem teórica e crítica à raça e gênero. Os autores analisaram dados de dois líderes educacionais de ascendência mexicana em EUA: um director de um K-6 escola latina e no outro, diretor do faculdade chicana. Os resultados mostram traços de identidade positiva de líderes, que permite a implementação de uma liderança justa e socialmente justa entre os participantes do estudo. Estes resultados são novos e particularmente relevante em os EUA e outros países onde vivem um elevado número de descendentes de latinos e mexicanos. As estratégias empregadas pelos participantes sugerem formas alternativas de liderança não considerado ou pesquisa ou literatura. Os autores discutem as evidências encontradas que definem a teoria emergente de liderança crítica aplicada (ACL). Finalmente, orientações para a aplicação em diferentes contextos são fornecidos
Revista Internacional de Educación para la Justicia Social 3.2 (2014): 161-180
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