Transforming Educational Leadership Preparation: Starting with Ourselves

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This article describes a duoethnography of two faculty members working in different leadership programs to reveal how their understanding of diversity and social justice has been formed over the course of their lives.

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34 p.

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Guerra, Patricia L. & Pazey, Barbara L. October 3, 2016.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by UNT College of Education to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 17 times , with 4 in the last month . More information about this article can be viewed below.

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UNT College of Education

The UNT College of Education prepares professionals and scholars who contribute to the advancement of education, health, and human development. Programs in the college prepare teachers, leaders, physical activity and health specialists, educational researchers, recreational leaders, child development and family studies specialists, doctoral faculty, counselors, and special and gifted education teachers and leaders.

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Description

This article describes a duoethnography of two faculty members working in different leadership programs to reveal how their understanding of diversity and social justice has been formed over the course of their lives.

Physical Description

34 p.

Notes

Abstract: To lead for social justice, scholars have maintained aspiring leaders should examine their own values and beliefs that dictate, to a great extent, their day-to- day decision-making and responsibilities. To do so requires faculty to examine themselves before they can prepare leaders for social justice. The purpose of this paper is to engage others with similar interests toward creating and/or improving programs designed to prepare leaders for social justice. Serving as a source of data and method of analysis, this duoethnography chronicles the life histories of two faculty members working in different leadership programs to reveal how their understanding of diversity and social justice has been formed over the course of their lives. Sharing stories, they dialogically critiqued and questioned each other, challenging one another to reconceptualize beliefs and meanings about their lived experiences. Duoethnography has the potential to transform faculty’s conceptions of diversity and social justice as well as promote empathy, compassion and understanding. When trust is established, faculty can take risks, ask tough questions, reveal vulnerabilities, exchange uncensored comments, and challenge deficit thinking. Duoethnography can be a valuable tool for faculty development. The authors question, however, whether faculty would be willing to employ duoethnography to explore their beliefs about diversity and increase their knowledge of social justice. Due to a perceived lack of trust, power differences, fear of uncovering biases, engaging in conflict, and/or denial of tenure and promotion, they question whether faculty would be willing to engage in this methodology.

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  • The Qualitative Report, 2016. Fort Lauderdale, FL: Nova Southeastern University

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  • Publication Title: The Qualitative Report
  • Volume: 21
  • Issue: 10
  • Pages: 1751-1784
  • Peer Reviewed: Yes

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UNT Scholarly Works

Materials from the UNT community's research, creative, and scholarly activities and UNT's Open Access Repository. Access to some items in this collection may be restricted.

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  • October 3, 2016

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  • Oct. 14, 2017, 9:21 p.m.

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Guerra, Patricia L. & Pazey, Barbara L. Transforming Educational Leadership Preparation: Starting with Ourselves, article, October 3, 2016; Fort Lauderdale, Florida. (digital.library.unt.edu/ark:/67531/metadc1020971/: accessed November 18, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Education.