Building a Community of Trust Through Racial Awareness of Self
Overview: Engagement with this module provides an opportunity to develop the racial awareness of students and others while also exploring your own racial awareness. The module includes layered experiences and readings selected to encourage deep reflection and collaborative dialogue culminating in the composition of a racial autobiography.
Theory of Action: If we provide graduate student/participants with multiple opportunities to reflect on how race plays a personal and professional role in their lives and in the lives of the students they serve, then our participants will develop a keen awareness of inequities and beliefs that may enable them to actively fight institutional racism in schools and society.
- Establish and adhere to collaboratively developed agreements that support deep dialogue in an environment of risk taking and learning.
- Compare and contrast definitions of race, racism, and white privilege/advantage
- Investigate whiteness and privilege and the impact that each has on education
- Analyze the social/political construction of race for people of color and whites in the United States
- Interrogate racial awareness of self and others
- Race and racism permeate all facets of life including leadership (i.e., it is central)
- Racism impacts achievement
- Your leadership philosophy influences how you operate as a leader
- Reflection is important in addressing issues of racism
- Authentic practice develops confidence in leadership
- Professors and students are co-learners
- Learners are empowered and responsible for their own learning
- Interrogating race and how it impacts schools can shift (cognitive) perspective
- PLE1: Module Pre-Learning Activity
- PLE2a: Part 1: What is this Thing Called Race
- PLE2b: Part 2: Unpacking (White) Privilege
- PLE2c: Parrt 3: Awareness: Who Am I? How Does Race Impact Me and How Does it Impact Others?
- PLE3: Module Post Learning Activity
Course Connections: This module would be an appropriate addition to any course exploring leadership, history of education, education policy and politics, eliminating achievement gaps, and community awareness. Appropriate course titles might address:
- The Principalship
- Foundations of Educational Administration
- Leadership for Social Justice
- Culturally Responsive Leadership
- Critical Race Studies
ISLLC/ELCC Alignment: While a variety of ISLLC Standards reflect social justice either directly or indirectly, this module has been crafted to specifically develop an awareness of race, how race has influenced self, and how race will continue to impact the way an individual’s school leadership is enacted.
ISLLC Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
5.2 Model principles of self-awareness, reflective practice, transparency, and ethical behavior
ii. Candidates will have knowledge about the effect of ethical behavior on one’s own leadership (ELCC)
5.4 Consider and evaluate the potential moral and legal consequences of decision-making
ii. Candidates will have knowledge about current ethical and moral issues facing education, government, and business and their consequences. (ELCC)
Developers: Mark A. Gooden and Ann O'Doherty, University of Texas