Pastoral Care: Notions of Caring and the Black Female Principal.

Abstract

The purpose of this qualitative life narrative study was to describe the themes and patterns in which religio-spirituality influences the leadership process for four Black American principals. The study explored how these women leaders navigated intersecting oppressions as they engaged in social justice in their schools and the role of religio-spirituality in that process. One such emerging theme in their narratives was their re/conceptualization of traditional notions of care in their schools in which large numbers of African American students are served. Although care is not always theological in nature, the type of care highlighted in their life narratives was termed pastoral as it resembled the care often exhibited by theological caretakers and in Black American churches, of which each participant was a member. Keywords: Black female principals, pastoral care, womanism TRADITIONAL NOTIONS OF CARE IN SCHOOLS In 1982, Carol Gilligan wrote the influential book, In a Different Voice, to provide a counter perspective to the male dominated field of social psychology. Gilligan proposed that women often ground their decision making on internal sensibUities related to context and relationships (Gilligan, 1982). Subsequently, feminists such as Nel Noddings extended Gilligan's premise by theorizing about an ethic of care (Noddings, 2003). As a primary figure in the research on care, Noddings posited care as a basis for ethical decision making and moral development, yet she also described how people are when they are engaging in caring. These behaviors become the basis of recognizing and engaging in caring and sympathetic acts. In addition, Noddings argued for the care as important in schooling, a source of social capital, yet views the home as the primary and chief source of care. In spite of work by Noddings, there remains an either-or-stance concerning moral and ethical development and justice and care (GiUigan, 1982; Kohlberg, 1981; Noddings, 1984). Furthermore, research in feminism, leadership, care, and justice has been located in European, White-accepted wisdom (Siddle Walker & Snarey, 2004). This White, accepted form of wisdom fails to recognize the interrelatedness of these standpoints and the gendered, raced and cultured aspect of care which this article will further examine. Current researchers in educational leadership are realizing the conduit of education as a means for transforming society and promoting democratic principles, while stiU recognizing the marginalization of those who differ from the majority (Marshall & Oliva, 2009). Inequities surrounding culture, race, gender, sexual orientation, religion, and other differences still exist in the United States that impact educators and the students and communities they serve. At all levels, education gaps among achievement, graduation rates, and grades exist between students of color and their White and Asian counterparts (Orfield, Losen, Wald, & Swanson, 2004; Tyson, Darity, & Castellino, 2005). Poverty is at an aU-time high and there is a sharp line in economic attainment in certain areas of the country and among races (Morris & Monroe, 2009; Rodriquez & Fabionar, 2009). As further examples of inequity, children and adults who are gay or lesbian, secondlanguaged, or with disabilities are frequently discriminated against and not served well throughout schooling (Apple, 2001; Mitchell, 2006). Due to these societal circumstances, the educational leadership literature has moved toward social justice standards and philosophies to attempt to ameliorate inequities for those who have not been well served in schools. Although social justice remains a somewhat inchoate term in educational leadership, a consensus is beginning to build around die construct. In spite of this consensus, more research is required to examine daily administrative practice as it relates to processes of social justice. While some research has begun the process of defining social justice, tiiis same research fails to consistently articulate what it looks like in everyday practice (Romo & Roseman, 2005). …

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