Engaging in Pedagogies of Resistance and Disruption in Urban School Leadership Preparation
Presentation
Overview
Overview
Description
Given the contextual conditions, histories of inequality, and the current realities this special issue explores disruptive pedagogies that offer opportunities for aspiring school leaders and practicing school leaders’ language for addressing inequalities by “prioritizing actionable, measurable outcomes that drive genuine transformation over symbolic gestures” (McGowan et al., 2025, p. 8). The contributors center their papers on three central questions.
How can pedagogies of resistance and disruption be utilized to engage aspiring urban school leaders and teacher leaders in their leadership development? What pedagogies are needed in leadership preparation classrooms that orient school leaders and teacher leaders to resist complicity? How can pedagogies of liberation and freedom be employed in preparation programs to cultivate the skills needed to implement strategies of disruption and resistance?
