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EJ963840 - This Bridge Called My Leadership: An Essay on Black Women as Bridge Leaders in Education

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ERIC #:	EJ963840
Title:	This Bridge Called My Leadership: An Essay on Black Women as Bridge Leaders in Education
Authors:	Horsford, Sonya Douglass
Descriptors:	Social Justice; Females; Womens Education; Womens Studies; Women Administrators; Black Studies; Essays; Feminism; Racial Integration; Racial Relations; Gender Differences; Social Class; Leadership Role; Leadership Styles; Interpersonal Competence; Literature Reviews; Cultural Pluralism; Low Income Groups; Ethnic Diversity
Source:	International Journal of Qualitative Studies in Education (QSE), v25 n1 p11-22 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	12
Pub Types:	Journal Articles; Opinion Papers
Abstract:	The purpose of this essay is to contextualize the existing research literature on leadership for diversity, equity, and social justice in education with "bridge leadership" as historically practiced by Black women leaders in the USA. Its primary aim is to demonstrate how the intersection of race and gender as experienced by the Black woman leader has, in many instances, resulted in her serving as a bridge for others, to others, and between others in multiple and often complicated contexts over time. Framed by a discussion of Black feminisms, this project centers the intersectionality of race and gender identities alongside context as important indicators in the development of leadership philosophies, epistemologies, and practice. It concludes with how and why bridge leadership can serve as an effective model for leading diverse school communities where race and class divides continue to stifle learning opportunities for large numbers of poor, Black, Latino, and immigrant children and youth in the USA. (Contains 1 note.)
Abstractor:	As Provided
Reference Count:	53

Note:	N/A
Identifiers:	United States
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0951-8398
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1080/09518398.2011.647726

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