“I had no knowledge of this”: disrupting majoritarian narratives regarding Mexican American K12 students and employing documentary film in the preparation of equity-oriented school leaders

Abstract

ABSTRACT This qualitative study examines the experiences of primarily Latinx and Black aspirant school leaders in a social-justice oriented principal preparation program situated within a Hispanic Serving Institution in South Texas. Through the usage of weekly journal reflections and semi-structured interviews, this action research study employs Critical Race Theory, critical race heuristics, majoritarian narratives, and counter-stories as theoretical lenses to map the perspectives of aspiring school leaders as they view the film Stolen Education a documentary highlighting the historical injustices Mexican American K12 students endured in South Texas. Findings from this research highlight the erasure of Latinx history from K12 history books; the role of linguistic genocide in the film and in participants’ family histories; and the linkages between past and present injustices for Latinx pupils in K12 schools. The authors provide a discussion and implications on preparing school leaders given a growing conservative movement to squelch social justice issues from P20 education.