Document Type
Article
Publication Date
7-29-2025
Journal / Book Title
Frontiers in Education
Abstract
Introduction: This study investigates how professional learning contributes to antiracist district transformation, focusing on the roles of transformational leadership and double-loop learning. Transformational leadership inspires followers to achieve exceptional goals, while double-loop learning involves questioning underlying assumptions and values to foster systemic change.
Methods: A longitudinal case study approach was employed to examine the experiences of seven district and school-level leaders in an urban-intensive school district. These leaders participated in a multi-year antiracist professional learning series designed to promote equity and systemic change.
Results: Preliminary findings indicate that the professional learning series facilitated a shift in participants’ racial schema and enhanced their capacity to navigate resistance to antiracist practices. For example, leaders implemented new protocols for reviewing instructional materials to ensure cultural relevance and inclusivity. Participants also reported developing strategies to address resistance, such as facilitating open forums to discuss concerns and build consensus.
Discussion: This study contributes to the growing body of literature on leadership for equity, highlighting the importance of professional learning in promoting antiracist transformation. The findings offer insights for districts seeking to foster systemic change and provide practical strategies for leaders navigating resistance to equity initiatives.
DOI
10.3389/feduc.2025.1584097
Montclair State University Digital Commons Citation
Virella, Patricia Marisol; Ayari, Chedia; and Tozer, Steve, "Professional learning for antiracist district transformation: the role of transformational leadership and double-loop learning" (2025). Department of Educational Leadership Scholarship and Creative Works. 50.
https://digitalcommons.montclair.edu/educ-leadership-facpubs/50
Rights
Copyright © 2025 Virella, Ayari and Tozer. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Published Citation
Virella PM, Ayari C and Tozer S (2025) Professional learning for antiracist district transformation: the role of transformational leadership and double-loop learning. Front. Educ. 10:1584097. doi: 10.3389/feduc.2025.1584097