Critical research perspectives in school leadership: Putting dignity and humanity at the center

Abstract

There is no one right way to “do” critical research on educational leadership. This chapter provides an overview of what principles make research methodologies “critical,” with special attention to the role of epistemologies and theoretical frameworks in this approach to research. The chapter focuses not on “how to” engage in critical research in educational leadership, but rather on what many scholars think about when affirming and centering dignity and humanity in critical research. In particular, the chapter reviews some trends in how critical research has developed in the field of educational leadership. Finally, the chapter concludes with several recommendations to consider before, during, and after conducting a critical research study, with commentary on the role of the researcher and the participants in the research agenda.