Colleges of education must do more than expose prospective educators to “best” practices for teaching and leading linguistically, culturally, and ethnically diverse students. Educators need to develop attitudes, knowledge, skills, and dispositions necessary to become competent in catering to diverse student populations in schools. In this chapter, we seek to extend this conversation using a critical pedagogical lens. We draw specifically on Paulo Freire’s concept of radical love to interrogate our ways of teaching, leading, and opening up spaces for dialogue toward educating pre-service teachers and leaders who are critically conscious. Additionally, we use Paulo Freire’s concept of radical love to explore the similarities and disjunctures in our pedagogy and positionalities as international scholars of color.
Douglas, T. and Nganga, C. (2015), "Radical Loving, Radical Leading: Negotiating Complex Identities, Positionalities, and Pedagogies in Social Justice Work", Living the Work: Promoting Social Justice and Equity Work in Schools around the World (Advances in Educational Administration, Vol. 23), Emerald Group Publishing Limited, pp. 59-85. https://doi.org/10.1108/S1479-366020140000023003Download as .RIS
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