(Un)Modeling the Way: Reflecting on the Complexity of the Leadership Educator Identity for Culturally Relevant Facilitation

Abstract

A leadership educator's identity development is central to the Culturally Relevant Leadership Learning (CRLL) and socially just leadership process. Understanding one's own social and leadership identities is foundational to how an educator approaches (or avoids approaching) the five CRLL contextual dimensions (Bernard Jones et al., 2016; Milem et al., 2005). The educator identity exploration allows for the individual to ask themselves important questions to consider issues of power and privilege that inherently influence the learning environment. The current piece details how to deconstruct and reconstruct one's own identities by (un)modeling the way – empowering non-dominant voices and ways of leading in the learning environment. It also showcases powerful tools for educators to foster an inclusive CRLL environment.