Abstract
Theorizing about identity politics in education and school leadership is the subject of this conceptual essay. Identity politics is the underlying construct. The chapter addresses social justice theories in education to aid in theory building, research-informed practice, cultural pedagogy, and social movement. Whether in formal or informal educational settings or through twenty-first century social movements like Black Lives Matter (BLM), this writing educates about important and influential theories for action. Situated in identity politics, this scholarly text is organized around Critical Race Theory (CRT), Black Feminist Theory (BFT), and identity theory. All three theories are described at length and illustrated mainly through higher education situations and/or school leadership. Additional frameworks are associated with each theory. The frameworks described have relevance in and beyond the classroom and through social movements against racial discrimination, systemic inequity, and so forth. African American females in education are the main stakeholder and influencer throughout and in their various roles as innovators, pioneers, activists, scholars, students, mentees, leader, etc. Educating for critical consciousness in leadership preparation (section “Educating for Critical Consciousness”) is considered in relation to (a) developing activist identities, (b) heeding civic callings, and (c) naming social identity platforms. Anchored in theory, research, and application, the chapter looks to informed action in educational leadership programs.
This chapter is an extensive revision and update of select aspects of the authors’ book (Mullen and Robertson 2014; see references for citation)
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Mullen, C.A., Robertson, K.C. (2021). Theorizing About Identity Politics in Education and School Leadership. In: Mullen, C.A. (eds) Handbook of Social Justice Interventions in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-35858-7_135
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