Mi’kmaw Kina’matnewey and Mi’kmaw Control over Mi’kmaw Education: Using the Master’s Tools to Dismantle the Master’s House?

Indigenous Women Educational Leaders Decolonizing Schools

“…This has translated into high levels of success where annual graduation rates in MK schools are around 90% (Paul et al 2019). Capacity development means that upcoming Mi'kmaw teachers will not only have a chance to learn in a Mi'kmaw school but also will most likely learn alongside a Mi'kmaw teacher and have the support of a Mi'kmaw administrator (Paul et al 2019). Without a doubt, the Mi'kmaw women in our study are the primary drivers of this change.…”

“…We have storied how intentional and caring relationships built over time have enabled more Indigenous women to successfully navigate academia and in turn build capacity in their own school communities. This has translated into high levels of success where annual graduation rates in MK schools are around 90% (Paul et al 2019). Capacity development means that upcoming Mi'kmaw teachers will not only have a chance to learn in a Mi'kmaw school but also will most likely learn alongside a Mi'kmaw teacher and have the support of a Mi'kmaw administrator (Paul et al 2019).…”

“…Through the shared vision of some early Mi'kmaw educators, Mi'kmaw communities began working together in a collective that later became MK. MK's collection of 9 grew to 12 Mi'kmaw communities that agreed to negotiate collectively with the federal government and share resources and services (Paul et al 2019). Seven of the 12 communities have band-operated schools; the remaining communities send their children to local public schools.…”

“…Following the formation of MK, Mi'kmaw women educators were afforded more opportunities and encouragement to enter into educational leadership in a variety of capacities. As a result, the next generation of emerging teachers was able to learn their craft in the classrooms of other Mi'kmaw teachers (Paul et al 2019) which in turn has provided more space and encouragement for upcoming leaders. In this chapter, we consider leadership that has been enacted both in formal leadership roles (principals, vice-principals, directors) and in less formal ways in the classroom, school, and community over several decades.…”

“…We consider the women in Ingrid's study to be among the second wave of Mi'kmaw women leaders who are supporting the vision of Mi'kmaw Kina'matnewey. It is important to note that there was an earlier group of Mi'kmaw women leaders looked to for inspiration and leadership by many of the women in Ingrid's study (Paul et al 2019;.…”