Leadership in Red, Blue, and White: A Critical Autoethnography for Aspiring Anti-Racist White School Leaders

Abstract

This dissertation presents data from my time as a white school leader working to lead through the lens of racial justice in two very different sociopolitical contexts. I refer to my time working in Indiana as my “red” experience; and my time working in Washington state as my “blue” one. This wording is a play on the common political labels that states and regions often receive based on the presence of more Democrat or Republican leaning leadership, policies, and ideals. As I seek to analyze the differences and similarities between my two geographical experiences, I draw upon the framework of Critical Whiteness Studies with a large emphasis on the work of Cheryl Matias and George Yancy. Through a Critical Autoethnography approach, I seek to understand my own grappling with whiteness and white supremacy culture and how I simultaneously perpetuate them while also working to address them and create more just educational spaces. I present six themes after analyzing journal entries, research papers, and notes from my work in both states that are a direct reflection of my own experiences, all framed within the context of my theoretical framework. I take a story-based approach to my research with the hopes of both connecting with readers and supporting the autoethnographic approach as a valid and engaging method of research. Overall, I found significant meaning in conducting this research both professionally and personally.