International Journal of Servant-Leadership
Abstract
I grew up as white, catholic, American, heterosexual male in a top 5% income household in a safe neighborhood, with some lifealtering, yet not terminal medical issues. Because of this privilege, I was able to focus on my unlimited education to the near exclusion of all else for the first two decades of my life, allowing me to fall in love with learning, with challenging intellectual discussions, with magis, and with cura personalis. Yet as my undergraduate career draws to a close, I find myself questioning how those circumstances affected what I learned, questioning if and how the self-awareness I thought I had gathered may have been misinformed. What obscured history, even from the past 100 years, have I been allowed to neglect through unconsciously following a dominant narrative educational system? The rioting response to the deaths of George Floyd, Ahmaud Arbery, and Breonna Taylor, among many other black people, at the hands of the police gives urgency to my search for stories and perspectives forced down by the dominant narrative’s will to standardize and suppress (Sabur et al., 2020).
Recommended Citation
Williams, Matthew
(2020)
"An Evaluation of Moonlight’s Intersectional Pedagogy: How Does Identity Affect Leadership?,"
International Journal of Servant-Leadership: Vol. 14, Article 24.
DOI: 10.33972/ijsl.42
Available at:
https://repository.gonzaga.edu/ijsl/vol14/iss1/24
Copyright Information
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