Using counter-narrative to frame the qualitative methodology, this dissertation shifts the paradigm of educational leadership by situating the experiences of transformative leaders of color as part of the dominant discourse. A theoretical framework drawing from Critical Race Theory (CRT), decolonization, and Freirean critical pedagogy is used to present a model for transformative educational leadership pedagogy which focuses on the values of consciousness, resistance, and praxis in order to directly challenge and counter more traditional leadership values of authority, power, and control. The dissertation provides a set of four recommendations which can be implemented to support and further the development of transformative leaders of color.
|School:||San Francisco State University|
|School Location:||United States -- California|
|Source:||DAI-A 72/03, Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Educational leadership, Ethnic studies|
|Keywords:||Counter-narrative, Critical pedagogy, Critical race theory, Decolonization, Leaders of color, Transformative leadership|
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