Using Abolitionist Thought to Erode the Power of whiteness: A Qualitative Inquiry Examining the Social Justice Efforts of white Educational Leaders

Abstract

The purpose of this study was to explore how white educational leaders in Denver, Colorado, understand and enact socially just leadership practices. This city was intentionally selected to recruit a rich participant pool, because it reflects racial disparities in educational positions and has recently demonstrated resistance to political injustice. The research question was: How do white leaders understand and enact social-justice-oriented leadership practices? Sub-questions covered their experiences, beliefs, practices, perceived roles, and barriers to execution. This study used a qualitative inquiry as the research method; furthermore, data was analyzed through both critical whiteness studies and abolitionist leadership praxis. Findings focus on patterns in childhood development, attempts at social justice through professional actions, conflicts surrounding various forms of white resistance, and deference to institutional structures and expectations. These takeaways could enhance, sharpen, and inform moral compasses for educational leadership programs nationwide. The project also involved initial steps toward the empirical development of a leadership framework that reflects centuries of abolitionist revolutionary thought. The findings from this study have the potential to shift the training of white leaders, further the theoretical application of abolitionist leadership praxis, and enhance strategies for multiracial coalition building.