One of the six elements of Transformative Leadership’s conceptual framework defines the purpose of leadership as personal and social transformation. These two processes of transformation occur simultaneously and are imbued with giving purpose to one’s existence. Personal transformation calls for the development of qualities that are eternal and universal in nature. It also includes developing capabilities that integrate concepts, skills, attitudes and qualities, endowing us with the ability to develop and contribute in all areas of life. The second process is one of social transformation where our qualities and capabilities contribute to the betterment and social good of society. This could manifest in a family, school, neighborhood, business, or town.
The relationship between personal and social transformation is ever evolving as a person strives to develop. Essential to this process is application. Recently, several youth, who are active in the Transformative Leadership program, and I had the opportunity to engage in an ongoing community book study and discussion on racism. Some might say this topic can potentially be filled with contention, anxiety and hopelessness. In Transformative Leadership Developing the Hidden Dimension, we read: “Racism is a pernicious example of the adversarial mental model that divides the world into ‘us’ and ‘them’.” The authors present mental models as “unexamined assumptions” that when not in alignment with the higher nature of individuals and the needs of society inhibit progress and the development of all. As Agents of Change engaging in personal and social transformation, we felt it was a perfect opportunity to apply the Transformative Leadership conceptual framework to analyze the ‘unexamined assumptions’ related to racism in order to promote social justice, equity and the elimination of racism.
The Change Agents joined Diverse Fort Collins’ community book discussion on Robin DiAngelo’s White Fragility: Why It’s So Hard for White People to Talk About Racism. The event will continue for 3 months, and in that time, participants read specific chapters and meet to discuss and reflect on learning once a month.
As I accompanied youth in the book study and supported their efforts toward personal and social transformation, I felt grateful for a space in the community where the youth could engage and learn alongside others. From my experience working with young members of our community, I know that it is common for youth to feel anxiety and unwelcome in community spaces. However, through Transformative Leadership, they have learned to practice the element of transcendence – connecting to eternal and universal values outside of themselves, using art do to so. Transcendence empowers them to face social anxiety or other difficulties. Institutions and communities who acknowledge the talents and capacities of youth to effect positive change are imbued with the youths’ enthusiasm, zeal and passion for justice for all people. Being welcomed by adults of all backgrounds instilled purpose and unconditional love in the youth who face navigating the challenges of youthhood daily.
One of the youth described why she wanted to participate in this activity; “I want to help spread awareness about racism and its often negative effects” on all members of the community. As a 9th grade Windsor High School student, she continues: “it is important to eliminate racism, but we need to learn ‘what racism is’ and ‘what it looks like’ so we can learn how to build racial stamina and interrupt the social forces of racism.”
During our first community discussion, the group formed an action plan that included another element of the conceptual framework; the moral responsibility to investigate and apply truth. We also included the 3 functions that lead a group to success–contributing to its goals, strengthening unity among its members and helping other members to develop their capabilities. Overall, we talked about strengthening all 18 capabilities that contribute to the betterment of personal, interpersonal and social relationships, but emphasized a few: self-evaluation, learning from reflection on action, effective consultation, establishing justice and understanding historical perspective. The Transformative Leadership conceptual framework has given us a solid foundation as we begin our life-long collective journey in developing anti-racist skills in all areas of life, and in the youth’s case, especially school.
It was clear that in our case, we were approaching this goal by identifying with our ‘whiteness’ and acknowledging our inherent privileges that are woven into the fabric of society at all levels. It was the first time the youth had engaged in this level of study.
At the end of the event, groups gathered to share collective insights and learning, where the youth presented highlights from their Transformative Leadership framework. Upon reflection, Bella Kerr stated: “It was interesting to be a part of this community space. Youth need to be included in these community spaces to learn and develop how to break the patterns of ignorance, prejudice, oppression and injustice that fuel racism in all areas of society. We are the change and are building a new world.”
This is part one of a series of how youth are applying the Transformative Leadership conceptual framework in the context of racism.