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The Power of Storying Leadership: Untold Stories of Leaders of Color for K12 Leadership

The Power of Storying Leadership: Untold Stories of Leaders of Color for K12 Leadership

Keisha Chin Goosby, Antonio Felix, Maryann Krikorian
Copyright: © 2024 |Pages: 19
ISBN13: 9798369310090|ISBN13 Softcover: 9798369347508|EISBN13: 9798369310106
DOI: 10.4018/979-8-3693-1009-0.ch010
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MLA

Goosby, Keisha Chin, et al. "The Power of Storying Leadership: Untold Stories of Leaders of Color for K12 Leadership." Pursuing Equity and Success for Marginalized Educational Leaders, edited by LeAnne C. Salazar Montoya and Christopher Bonn, IGI Global, 2024, pp. 170-188. https://doi.org/10.4018/979-8-3693-1009-0.ch010

APA

Goosby, K. C., Felix, A., & Krikorian, M. (2024). The Power of Storying Leadership: Untold Stories of Leaders of Color for K12 Leadership. In L. Salazar Montoya & C. Bonn (Eds.), Pursuing Equity and Success for Marginalized Educational Leaders (pp. 170-188). IGI Global. https://doi.org/10.4018/979-8-3693-1009-0.ch010

Chicago

Goosby, Keisha Chin, Antonio Felix, and Maryann Krikorian. "The Power of Storying Leadership: Untold Stories of Leaders of Color for K12 Leadership." In Pursuing Equity and Success for Marginalized Educational Leaders, edited by LeAnne C. Salazar Montoya and Christopher Bonn, 170-188. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-1009-0.ch010

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Abstract

Institutions of higher education are experiencing social, cultural, and political changes, contesting long-standing characteristics that break away from dominant culture. Dominant culture is understood as cultural practice that is dominant within a particular context in which multiple cultures exist, referring to norms that are customary in the social world. In this chapter, critical theory, community cultural wealth theory, and the theory of liminality are paired with collective autoethnography as a theoretical and methodological approach to explore lived experience and problematize dominant characteristics. Three perspectives present how leaders of color who are first generation college graduates re-negotiate political spaces in positions of power-dynamics. The aims of this chapter are to: (a) demonstrate how to navigate structural oppression embedded within institutional culture, (b) assert that lived experiences dismantle injustice, and (c) advocate for life-affirming institutions to construct educational possibilities for aspiring leaders of color in K12 schools.

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