HomePublicationsLearning to Lead, Leading to LearnPart 2 Chapter 11: Fugitive Learnings: An Endarkened Feminist Inquiry into Administrative Refusals and Creative Escapes Book MenuLearning to Lead, Leading to Learn SectionsPart 1Part 2ChaptersPrefaceCourse Overview Chapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Book Resources Contributors Playbook Open access PDFdoi.org/10.36284/celelon.oa11Metrics: 113 views Carmen Kynard A long-standing faculty member, Carmen Kynard rejects leadership and the label of “leader.” Instead, Kynard embraces where she sees the transformation possibilities of the university—the classroom. Drawing on Black feminist activists, in this chapter Kynard puts into practice ideas associated with community organizing to see the classroom as a place for “fugitive learning,” a concept drawn from theorist Fred Moten and others. This chapter situates Kynard’s position in her own fugitive learnings: experiences with white supremacist curriculum and Black students; with minoritized populations who experienced their identities interrogated and turned against them. Fugitive learning, Kynard writes, provides an alternative perspective, transforming relationships in the classroom, within institutions, and with communities. Discussion QuestionsNo matter the personal principles or missions that leaders bring to their positions, we are always contributing to a larger mission, that of our institution and even of the US university system. That system, as Kynard’s chapter vividly describes, is inequitable and suffused with elements of racism. The chapter could be read as raising an issue that many leaders or aspiring leaders encounter: what to do when contributing to the values of an institution, or even the academy itself, violates one’s personal principles. Have you encountered this tension? If you have, how have you navigated it—and if you haven’t, what will you do when it arises? Share:
