The Power of a Comfortable White Body: Race and Habitual Emotion

Hauge, Daniel

doi:10.1080/00344087.2019.1603953

Cited by 3 publications

(1 citation statement)

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“…Considering that the potential for and learning of counterhegemonic leadership primarily occurs in the margins, the practices and ways of being that teacher leaders of Color develop become marginalized and unrecognized within institutions that preserve white, colonial, cis-heteropatriarchal normativity. Teacher leaders of Color are forced to navigate the political terrain of institutions that normalize white comfort and white rage (Anderson, 2017;Hauge, 2019), resulting in racialized trauma that decreases the likelihood that these teacher leaders will participate in formal leadership roles (Durias, 2010;Lac & Diamond, 2019).…”

Section: Intertwined Tales Of Teacher Leadershipmentioning

confidence: 99%

Teacher Leadership for Love, Solidarity, and Justice: The Invisibilized and Contested Practices of Teacher Leaders of Color

Pham

2021

Journal of Teacher Education

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Despite widespread acknowledgment of teachers of Color as critical agents of change, white supremacist, colonial, and cis-heteropatriarchal ontologies of “teacher leadership” marginalize the counterhegemonic leadership they embody. Guided by critical leadership and feminist of Color scholarship, I develop and employ an embodied raciolinguistic analysis to examine how a Latina teacher leader of Color facilitated organization-wide action in the educational interests of Black students. My analysis demonstrates that her discursive and embodied practices as a non-Black woman of Color and “official” teacher leader were simultaneously (re)constructed as catalysts and hindrance for racial progress within and across social spaces. Grappling with these possibilities and tensions at interpersonal, institutional, and societal scales, she reflexively adapted her practices to recenter Black leadership while facing professional consequences. Arguing for radical social change by amplifying the multi-faceted and contested nature of counterhegemonic teacher leadership, I offer implications to foster the critical ingenuity needed to lead in love, solidarity, and justice for and among communities of Color.

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Section: Intertwined Tales Of Teacher Leadershipmentioning

confidence: 99%