'What the F Am I Supposed to Do in This Position?': (Re)Imagining Leadership Responses to 'Divisive Concepts'
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| Title: | 'What the F Am I Supposed to Do in This Position?': (Re)Imagining Leadership Responses to 'Divisive Concepts' |
|---|---|
| Language: | English |
| Authors: | Érica Fernández, Bryan J. Duarte (ORCID |
| Source: | Journal of Cases in Educational Leadership. 2025 28(1):3-15. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Principals, LGBTQ People, Hispanic Americans, Females, Intersectionality, Professional Identity, Controversial Issues (Course Content), Critical Race Theory, Gender Issues, Educational Policy, Educational Legislation, Responses |
| DOI: | 10.1177/15554589241265324 |
| ISSN: | 1555-4589 |
| Abstract: | In this case narrative, we introduce readers to Carmén, a newly appointed Queer Latina principal. Faced with bureaucratic responses to proposed anti-critical race theory (CRT) and LGBTQ+ legislation, Carmén is forced to contend with teacher and district responses and concerns. The case narrative is divided into three events, each requiring readers to unpack the tensions and nuances presented by Carmén's intersectional and professional identities. In addition, the case narrative creates space to imagine a policy response that resists anti-CRT/LGBTQ+ attacks. Through Carmén, we encourage aspiring leaders to (re)imagine schools and classrooms as humanizing, liberatory, and CRT/LGBTQ+ centered spaces. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468245 |
| Database: | ERIC |
| Abstract: | In this case narrative, we introduce readers to Carmén, a newly appointed Queer Latina principal. Faced with bureaucratic responses to proposed anti-critical race theory (CRT) and LGBTQ+ legislation, Carmén is forced to contend with teacher and district responses and concerns. The case narrative is divided into three events, each requiring readers to unpack the tensions and nuances presented by Carmén's intersectional and professional identities. In addition, the case narrative creates space to imagine a policy response that resists anti-CRT/LGBTQ+ attacks. Through Carmén, we encourage aspiring leaders to (re)imagine schools and classrooms as humanizing, liberatory, and CRT/LGBTQ+ centered spaces. |
|---|---|
| ISSN: | 1555-4589 |
| DOI: | 10.1177/15554589241265324 |
