To be effective social justice leaders, school leaders need to gain critical understandings of their positionality and racial privilege and be prepared to engage in difficult conversations with others. This study examines how a peer-to-peer letter exchange assignment in a doctoral course allowed educational leadership doctoral students (N = 27) to reflect on race and privilege with each other. The findings reveal how students examined racial privilege, positionality, and bias. The authors discuss how this assignment can be used in educational leadership programs to develop and grow the practice of critical reflection for self-examination of privilege.

中文翻译：

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对教育领导课程中种族和特权的反思

要成为有效的社会正义领导者，学校领导者需要对自己的地位和种族特权获得批判性的理解，并准备好与他人进行艰难的对话。本研究调查了博士课程中的点对点信件交换作业如何让教育领导博士生（N = 27）反思彼此的种族和特权。调查结果揭示了学生如何审视种族特权、地位和偏见。作者讨论了如何在教育领导计划中使用这项任务来发展和发展批判性反思的实践，以自我检查特权。