Portraits of Relentless Progressives: Equity Work in Complex Educational Organizations

Abstract

This study used portraiture to examine relentless progressives: three administrators who work for complex educational organizations. Portraiture is an ethnographic, qualitative study method that blends art and science, in this case to provide a story of administrators' equity leadership and reflective practice. I was simultaneously a participant and observer investigating my own equity along the way. Interviews, observations, and reflections were collected and analyzed from three administrators of County Offices of Education (COEs) in California. Findings indicated that individuals' equity work was impacted by deeply embedded cultural and institutional factors of the organizational structure. Administrators who maintain themselves as equity leaders are characterized by compassionate leadership attributes. More specifically, these equity leaders engaged in practices to break down silos that existed in their organizations. As a result of the study, I offer a new framework for understanding how equity leaders strategically navigate their organizations to support systemic change for equity. Study participants are relentless and progressive in their vision for change and seek to alter bureaucratic structures to effectively lead for equity. Implications for practice include storytelling and listening to the stories of the people within the organization in order to learn from each other, build relationships, and understand each other's work. Opportunities to collaborate with colleagues across departmental divisions support collective efforts for equity. Finally, I propose implications for policy to empower COE administrators in their efforts to broaden their impact as relentless progressives within their organizations.