Listening...learning more
To begin, I feel the need to acknowledge that I am not in an administrative leadership position. I have 23 years in the classroom and just recently completed my masters in literacy from the University of Wisconsin-Oshkosh. Through my coursework and social media PLN, I have come to learn that even though I do not hold an administrative role, I can still be a leader and change agent within my school. My reflections and blog posts will be written through the lens of a teacher leader, or more humbly, someone who is constantly learning, reflecting and refining in an effort to “Know better, do better.”
I’ve witnessed administration run by The Manager, The Driver, and the Peacemaker. In and of themselves, none have had the ability to sustain equitable transformation. I am really appreciating Safir’s approach to leadership as I read and absorb the information presented in chapter 1. The analogy of leadership to a game of Twister paints a great visual. Being grounded in listening, while maintaining tenets from the Manager, the Driver, and the Peacemaker offers hope that sustainable change from a collective group of individuals who align to the same purpose is attainable. I’m reminded of that old adage, “It takes a village to raise a child.”
Similarly, it takes a community of stakeholders to create equitable, sustainable school transformation.
Listening Leaders tune in to the power of perception and language and model a shift toward Discourse II, in which uncomfortable truths are laid squarely on the table for discussion.
Shane Safir
On p. 8, Safir describes Discourse I as language that maintains the status quo while appearing to respond to demands for change. It is language that is typically used to talk about, question and design the work of school improvement.
Discourse II, on the other hand, explores the root causes of inequity and models an inquiry approach to improvement. It brings forth language that names uncomfortable, unequal, ineffective, and prejudicial conditions in relationships and schools.
Safir’s language...uncomfortable truths are laid squarely on the table. No glossing over the ugly here! If that isn’t equity work, I don’t know what is. It is HARD to bring the ugly and uncomfortable to the table for discourse.
Most people I know, myself included, have a difficult time holding discourse about topics that are “hot button” issues. Often for fear of offending someone else's feelings, causing “drama”, or worse yet, creating an explosive outburst from a colleague. Been there, done that. Still learning...
I believe carefully creating a culture where people feel safe enough to share their perspectives and experiences is key when looking to bring Discourse II to the forefront. We Got This by Cornelius Minor and Being the Change by Sara Ahmed are books for educators with their sights set on being change agents, shifting mindsets and creating equitable experiences for all. Both authors express similar sentiments as Safir. We must embrace the difficult discourse if we are to move forward with any kind of equitable, sustainable transformation. It simply cannot happen without it.
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