Abstract
ABSTRACT This study analyzes a principal preparation course structured by Culturally Responsive School Leadership (CRSL) and critical educational leadership research. Introducing CRILS (Culturally Responsive Instructional Leadership Structured by critical self-reflection), the methodology aims to humanize school experiences for Black and racially minoritized students. Through qualitative inquiry, including interviews and analysis of racial autobiographies, the study found that critical self-reflection helped participants recognize biases and confront negative emotional responses. CRILS extends CRSL by incorporating lessons from pre-Brown practices and emphasizes reflective practices among all school-affiliated adults to foster student learning and guidance opportunities.
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