CULTIVATING BELOVED SCHOOL COMMUNITIES: HOW SCHOOL LEADERS LEARN AND LEAD FOR EQUITY

Abstract

In the participatory action and activist research (PAAR) study, I explored how equity-centered school leaders who cultivate beloved communities can interrupt systemic inequities in education. Grounded in psychological safety, collective responsibility, and equity-centered leadership principles, nine school leaders as co-practitioner researchers (CPRs) and I engaged in three cycles of inquiry. Using the PAAR methodology and through Community Learning Exchange (CLE) protocols, 1:1 consultations, and reflective practices, participants examined their dispositions and actions. As a result, the CPR members analyzed their leadership practices collaboratively and implemented strategies to foster beloved communities where students, families, and educators feel seen, heard, valued, and supported. Two findings from the study demonstrate that leaders need to experience collaborative, authentic holding spaces—brave spaces—with equity-centered colleagues to become a beloved community (Arao & Clemens, 2013; Drago-Severson et al., 2023; Khalifa et al., 2016). As leaders engaged in a beloved community, their concept of leadership evolved, leading to a shift in their leadership practices. Leaders navigated systemic challenges—including fiscal instability, leadership turnover, and political pressures—by coming together in brave spaces and grounding their leadership in shared frameworks. A key insight from the research was the shift from a model of shared accountability to collective responsibility, emphasizing interconnectedness and mutual care over hierarchical enforcement. This shift aligns with the Kwanzaa principle of ujima (collective work and responsibility) and underscores the importance of co-constructing school environments that are healing-centered and justice-oriented. The study highlights the necessity of affinity groups and networks that support leaders in processing the emotional and strategic complexities of their roles. These spaces enabled leaders to practice vulnerability, engage in productive conflict, and develop sustainable self-care strategies, mitigating the burnout often associated with equity-centered leadership. The research is important for district leaders, policymakers, and scholars seeking to cultivate beloved school communities that prioritize healing, transformation, and racial justice. By centering the experiences of school leaders and fostering a culture of relational trust, this study contributes to the growing body of scholarship on transformative leadership and equity in education.