Towards An Anti-Racist Leadership Design: A Faculty Self-Study On An Educational Leadership Curriculum

This qualitative case study examines the challenges and opportunities associated with integrating anti-racist leadership design into educational leadership programs in North Carolina. The study aims to explore how faculty in an educational leadership program self-reflect and examine their course content using a self-study toolkit to align with anti-racist leadership design. Additionally, it investigates how faculty navigate the challenges and barriers of creating or sustaining a program that reflects anti-racist leadership. The study’s participants are four faculty members with extensive experience in educational leadership and curriculum development at a university-based Master of School Administration program. The findings suggest that faculty engage in a deliberate process of self-examination and reflection to align their course content with anti-racist leadership design, but face challenges in creating or sustaining such a program. The study has implications for principal preparation programs endeavoring to adequately prepare anti-racist leaders who can transform schools and improve student outcomes. Furthermore, the study contributes to the field by providing a framework, process, and a self-study tool that faculty can use to update and redesign their programs to align with equity and anti-racism in education.