Cameron C. Beatty

This article explores how storytelling and media praxis empower Black, Indigenous, People of Color (BIPOC) students, faculty, and staff in higher education. Through narrative inquiry and critical race theory, the authors explore leadership for liberation, emphasizing the importance of representation, intersectionality, and social justice.

Identity exploration is a pivotal component in shaping effective student leadership trainers. This article examines identity exploration in student leadership training, highlighting the role of self-awareness, reflection on positionality, and the intricate interplay of power and privilege within identity development. By delving into the nuances of identity, trainers can not only enhance their own understanding but also foster inclusive and empowering environments for emerging student leaders.

INTRODUCTION Often, leadership educators facilitate the leadership learning and development of students through training contexts. Yet, most of us rarely learn how to facilitate these training experiences. We revert to what is comfortable and familiar. What manifests is a mundane lecture-style information dump through a boring slide deck presentation. This type of training leaves our student participants physically drained and emotionally disgruntled.