Critical pedagogy as an instructional leadership initiative in a small urban high school setting

This qualitative study explored the experiences of 3 high school students and 1 high school principal to understand how a leadership initiative rooted in critical pedagogy impacted their personal and academic development as students and as a leader. The conceptual framework, of critical pedagogy, provided an analytical lens to explore the experiences of the 3 participating students in this study as well as the 1 high school principal. Portraiture methodology was incorporated to describe the rich narrative that unfolded both with him and his students in the study.;The findings in this study revealed data that supports the existing literature in critical pedagogy as it relates to student learning. The literature details how students involved in classrooms that utilize critical pedagogy are intrinsically motivated to learn about their world within the context of a larger society. Additionally the findings further developed the literature that discusses how critical pedagogy as an instructional practice motivates students to have a desire to engage in their community to make positive change. The findings related to the role of the principal in a critical pedagogical instructional leadership initiative revealed that when students are provided the opportunity to engage in academic work related to notions of critical pedagogy they thrive and excel.;Recommendations for policy and practice include: All school site principals are encouraged to teach a research seminar class rooted in critical pedagogy. Areas for future research include further exploring a longitudinal study of students that have taken the research seminar class analyzing the impact the class has had on a larger sample of participants and continuing to collect data on the principal as he leads the initiative and how it impacts his leadership.