Date of Award
2021
Document Type
Dissertation in Practice
Degree Name
Ed.D.
Organizational Unit
Morgridge College of Education, Educational Leadership and Policy Studies
First Advisor
Kristina Hesbol
Second Advisor
Erin Anderson
Third Advisor
Richard Charles
Keywords
Critical self-reflection, Culturally responsive school leadership, Humanizing, Inclusiveness, Social justice, Transformative leadership
Abstract
This study examined how school leaders can differentiate their approach using a self-reporting psychometric instrument called the Emergenetics® Profile when engaged in critical self-reflection. Using a multiple case study approach, three urban school leaders engaged in the deconstructing and reconstructing of knowledge frameworks specific to deficit thinking. The Emergenetics Profile served as a lens to critically self-reflect in order to differentiate their approach to the disrupt deficit thinking practices in their schools (Browning 2007; Khalifa, 2018; Shields, 2018). This study integrated these insights from critical self-reflection and the awareness gained by school leaders through their Emergenetics preferences to change their approach as they interacted with others. The specific problem of practice guiding this study was the disconnect that exists between critical self-reflection by the school leader and implementation of Culturally Responsive School Leadership (CRSL) strategies to sustain change. In other words, how can critical self-reflection support a differentiated approach for implementing CRSL strategies based on how people think and behave. The research question for this multiple case study was:
How will the use of the Emergenetics Profile influence the way school leaders engage in critical self-reflection as they disrupt deficit thinking within their school communities?
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Deborah McKelvey Brown
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
134 pgs
Recommended Citation
Brown, Deborah McKelvey, "Culturally Responsive School Leadership Agility: A Journey Through Critical Self-Reflection" (2021). Electronic Theses and Dissertations. 1897.
https://digitalcommons.du.edu/etd/1897
Copyright date
2021
Discipline
Educational leadership
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Administration and Supervision Commons, Educational Leadership Commons