Colaboraciones escolares para la equidad racial: Directores blancos implementando una postura activa antirracista

Autores/as

DOI:

https://doi.org/10.14507/epaa.33.8531

Palabras clave:

liderazgo educativo antirracista, directores blancos, colaboraciones escolares para la equidad racial, perspectiva racializada, cambio a nivel sistémico

Resumen

Este estudio explora cómo los directores blancos en el área metropolitana de Seattle implementaron una postura activa antirracista a través de colaboraciones escolares para la equidad racial. Utilizando investigación-acción participativa, el estudio sigue a tres directores blancos del programa Ally Engagement, una intervención comunitaria de liderazgo basada en afinidades raciales, durante el año académico 2022-23. Nuestra asociación de investigación y práctica planteó la pregunta: ¿Cómo los líderes escolares blancos implementan su comprensión en desarrollo de una postura activa antirracista? Los hallazgos revelan que los directores utilizaron colaboraciones escolares para la equidad racial con el objetivo de garantizar la presencia influyente de personas negras y morenas en los procesos de toma de decisiones, fomentar conversaciones específicas sobre raza entre un personal predominantemente blanco e integrar ideas y herramientas antirracistas en las rutinas diarias de la escuela. Al aplicar una perspectiva racializada y participar en una autorreflexión crítica, estos directores buscaron enfrentar desafíos, incluida la resistencia institucional, para abordar el racismo sistémico. El estudio destaca las complejidades y oportunidades de liderar para la justicia racial, enfatizando la necesidad de acciones significativas en lugar de compromisos performativos. Argumentamos que las colaboraciones escolares para la equidad racial pueden ayudar a crear un sistema de rendición de cuentas para que los directores blancos redistribuyan el poder, eduquen a personas blancas y trabajen hacia un cambio a nivel sistémico.

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Biografía del autor/a

Lindsey J. Kaiser, University of Maine

Lindsey J. Kaiser is an assistant professor of educational leadership at the College of Education and Human Development, University of Maine. Her research focuses on race, racism, and anti-racism, emphasizing educational leadership and system-level change. She uses participatory action and community-engaged research methodologies to collaborate with communities of Color and partner with White educational leaders, fostering racial learning and anti-racist practices to disrupt racial inequities. Prior to academia, Lindsey spent a decade in public education as an assistant principal, instructional coach, special education teacher, and elementary teacher.

David Goldenkranz, Technology Access Foundation

David Goldenkranz spent a decade in education working with underserved youth and BIPOC communities, before he transitioned into a full-time career as a DEI facilitator, coach, and consultant, working to eliminate structural, institutional, and systemic barriers within organizations. David currently serves as the Ally Engagement Program Manager at the Technology Access Foundation (TAF) where he is responsible for facilitating learning opportunities for leaders in education to embrace antiracist and culturally responsive practices in their school environments. David believes in supporting others to explore the subtle and insidious ways in which structural racism, toxic patriarchy, and colonial culture impact our ability to experience compassion, empathy, and humility – ultimately stunting our growth, as well as hindering our ability to be a part of a more collective society.

Heather K. Lechner, University of Washington-Tacoma

Heather K. Lechner is a teaching associate of Equitable and Inclusive Teaching: Grounded in Social Justice in the School of Education at The University of Washington-Tacoma. Her scholarship explores the intersection of executive functioning, learning disabilities, race, racism, and anti-racism, with a focus on Dis/ability critical race studies (DisCrit). Additionally, she works as an administrator of special education in California. Heather has 30 years of experience in public education, serving as a founding school leader, assistant principal, instructional coach, special education teacher, and a middle school drama teacher. She is committed to using, culturally grounding techniques, art, multiple modalities and structures to foster inclusive and anti-racist environments.

Patricia Burgess, Technology Access Foundation

Patricia Burgess, a Seattle native, serves as the chief of staff for the Technology Access Foundation, where she specializes in operational development with a focus on policy and process creation, workplace culture enhancement, and leadership professional development. She earned her Bachelor’s degree in Sociology from Florida A&M University and is currently pursuing a Master’s in Public Administration at Seattle University. Driven by her passion for public service, Patricia aspires to uplift Black and Brown communities by crafting equitable policies that dismantle systemic barriers and expand access to transformative public services. Her vision is to create meaningful solutions that promote equity, empowerment, and lasting change.

Trish Millines Dziko, Technology Access Foundation

Trish Millines Dziko is a change agent, mentor, and advocate for children of color. In 1996, she left her successful 17-year career in the tech industry to ensure students of color had the same opportunities she had. Trish is the cofounder, executive director, visionary and strategist behind the Technology Access Foundation (TAF) — one of the leading education non-profits educating children of color to their full potential. Through Trish’s leadership, TAF transitioned from out-of-school programs to become a statewide leader in public education, operating TAF Academy (a 6th to 12th grade, award-winning public school co-managed with the Federal Way Public School District), created TransformED that partners with public schools to transform them into healthy and safe learning environments that center student voice and cultivate students into socially conscious and self-aware critical thinkers, problem solvers, ideators, creators, and leaders. In addition, Trish led TAF through the creation of the Network for EdWork designed to recruit, retain and develop teachers of color for our Washington State public schools. Trish is a committed, proactive leader serving on boards of organizations that focus on children and education.

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Publicado

2025-01-28

Cómo citar

Kaiser, L. J., Goldenkranz, D., Lechner, H. K., Burgess, P., & Millines Dziko, T. (2025). Colaboraciones escolares para la equidad racial: Directores blancos implementando una postura activa antirracista. Archivos Analíticos De Políticas Educativas, 33. https://doi.org/10.14507/epaa.33.8531

Número

Vol. 33 (2025)

Sección

Transforming School Systems: Questions of Power, Resistance, Equity, and Community

Licencia

Derechos de autor 2025 Lindsey J. Kaiser, David Goldenkranz, Heather K. Lechner, Patricia Burgess, Trish Millines Dziko

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.