Critical Consciousness and Educational Leadership

Abstract

Critical Consciousness (CC) refers to a critical theory that recognizes oppressive systems and provides those oppressed with a framework to overcome and act against these structures. Although the theory’s origin addressed illiterate adults and empowered them to become critically aware, critically reflective, and active agents of change, researchers have applied this theory to marginalized students in school and other oppressed communities. This study focused on the development of white school leaders as active anti-racist leaders using critical consciousness as a framework for this growth. Exploring white school leaders as transformative leaders - ones who become aware of their whiteness and leverage their positions to address inequities in the face of opposition - may provide a blueprint for other white school leaders. This study lends to the current research because few studies exist on critical consciousness development in white school leaders, the specific leadership strategies they employ, and the seeming effectiveness to foster critical consciousness in their schools. Ultimately, this study explored the development of critical consciousness and the leadership practices white leaders utilized to develop critical consciousness and to nurture active anti-racist educators as a praxis against inequities and oppression.