Background: The colonial origins of schooling and the implications these origins have on leadership is missing from educational leadership literature. Indeed little has been published on decolonizing and indigenous ways of leading schools. Purpose: In this article, we synthesize the literature on indigenous, decolonizing education leadership values and practices across national and international spaces that have been informed to various degrees by colonial models of schooling. Methodology: Through a review of the research and keywords including colonialism, educational leadership, indigenous communities, and decolonization, we identify two overarching themes. Findings: First, we found that the literature revealed a critique of the way in which Westernized Eurocentric schooling serves as a tool of imperialism, colonization, and control in the education of Indigenous peoples. Second, we discovered that the literature provided unique, but overlapping worldviews that situate the values and approaches enacted by Indigenous leaders throughout the globe. Within this second theme, we identify five strands of an Indigenous, Decolonizing School Leadership (IDSL) framework that can contribute to the development and reflection of school leadership scholars and practitioners. Specifically, we found that the five consistent and identifiable strands across IDSL include prioritizing Indigenous ancestral knowledge, enacting self-reflection and self-determination, connecting with and empowering the community, altruism, and spirituality as expressed through servant leadership, and inclusive communication practices. Conclusion: Based on the identified worldviews and values, we conclude by offering insights on the structure and policy of post-colonial schooling, as well as implications for the theory, research and practice needed to reclaim the co-opted contributions of Indigenous leaders in ways that decenter Western colonial approaches to leadership.

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These findings indicate that older age, optimism, perception of family seeing the world as comprehensible, manageable, and meaningful, stronger Arab ethnic identity, greater self-regulation and stronger coping skills promote adolescent adaptation and health. Salutogenesis frames information about how resilient youth living in high threat environments may respond to preventative community-based behavioral health interventions as well as treatment of depression, anxiety, and other psychological distress among adolescents living with ongoing violence. (PsycINFO Database Record

Article HistoryThe recent emphasis on engineering practices provides an opportunity for K-12 science and mathematics teachers to apply STEM concepts to real-world engineering design challenges (EDCs) for students (Next Generation Science Standards, 2013). We argue that engineering practices are more equitable when they are relatable to students and rooted in local experiences and social justice connections. There is promise in connecting middle school STEM teachers with minoritized engineers to achieve this goal. Digital technologies accessed through tablets can support teachers and engineers to form a community of practice (CoP; Lave & Wenger, 1991) and to collaborate, research, illustrate, and implement plans for equitable EDCs. We use a case study analysis to describe how two middle school STEM teachers and collaborating engineers use digital technologies within a blended community of practice to plan equitable EDCs using online collaboration and presentation tools. Teachers Kevin and Tania visually map their process of planning an EDC with professional engineers, creating connections between their middle school students, social justice issues, their own experiences, and content standards to create an EDC in which students were invested and motivated to devise solutions. The cases highlight how teachers adapted digital technologies to their needs to facilitate the coconstruction of lesson plans with engineers. Keywords Digital technologies Community of practice Engineering Middle schoolThis case study expands the current knowledge base that is focused on how digital technologies are used within CoPs to personalize EDCs for minoritized students in STEM classes. Thus, this paper responds to the questions: How do teachers and engineers participate in a CoP using digital technologies found on tablets to plan engineering experiences that are personalized for students in STEM classes? We also inquire: How do teachers" online collaborations with engineers influence their perception of planning more inclusive engineering experiences for students? Through these two questions, we seek to describe how teachers developed their sophistication in sharing and how they developed their understanding of context, content, and pedagogy through cloud-based digital technologies featured on iPads.

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