TY - JOUR AU - Brazill, Shihua AU - Ruff, William PY - 2022/08/22 Y2 - 2024/03/28 TI - Using Transformational Leadership to Create Brave Space in Teaching Multicultural Education JF - International Journal of Multicultural Education JA - IJME VL - 24 IS - 2 SE - Articles (Peer-reviewed) DO - 10.18251/ijme.v24i2.2847 UR - https://ijme-journal.org/index.php/ijme/article/view/2847 SP - 114-131 AB - <script id="th-iframe-script" type="text/javascript" src="chrome-extension://ofdopmlmgifpfkijadehmhjccbefaeec/assets/comms/commsiframe.js"></script><script id="th-iframe-script" type="text/javascript" src="chrome-extension://ofdopmlmgifpfkijadehmhjccbefaeec/assets/comms/commsiframe.js"></script><script id="th-iframe-script" type="text/javascript" src="chrome-extension://ofdopmlmgifpfkijadehmhjccbefaeec/assets/comms/commsiframe.js"></script><script id="th-iframe-script" type="text/javascript" src="chrome-extension://ofdopmlmgifpfkijadehmhjccbefaeec/assets/comms/commsiframe.js"></script><script id="th-iframe-script" type="text/javascript" src="chrome-extension://ofdopmlmgifpfkijadehmhjccbefaeec/assets/comms/commsiframe.js"></script><script id="th-iframe-script" type="text/javascript" src="chrome-extension://ofdopmlmgifpfkijadehmhjccbefaeec/assets/comms/commsiframe.js"></script><script id="th-iframe-script" type="text/javascript" src="chrome-extension://ofdopmlmgifpfkijadehmhjccbefaeec/assets/comms/commsiframe.js"></script><script id="th-iframe-script" type="text/javascript" src="chrome-extension://ofdopmlmgifpfkijadehmhjccbefaeec/assets/comms/commsiframe.js"></script><span>The study explores how multicultural education instructors use transformational </span><span>leadership to establish “brave space” as a foundation for critical conversations about identity. </span><span>Establishing brave space within education courses is essential to facilitating </span><span>pre</span><span>-</span><span>service </span><span>teachers’ understanding of social justice; yet, little research exists regarding the use of </span><span>transformational classroom leadership to achieve this. This qualitative study is comprised of </span><span>semi</span><span>-</span><span>structured interviews with three instructors through </span><span>a lens of transformational classroom </span><span>leadership. Our findings suggest that transformational leadership practices such as modelling </span><span>the way, challenging the process, encouraging the heart, etc. facilitate students’ understanding </span><span>of identity, relational trus</span><span>t, and their tacit values.</span> ER -