Toward an Indigenous, Decolonizing School Leadership: A Literature Review

Abstract

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.

Safe Zones, Dangerous Leadership: Decolonial Leadership in Settler-Colonial School Contexts

“…Recent scholars aiming to extend projects of decolonial resistance in U.S. public schools have turned to the role of educational leaders as powerful organizational agents for reconstituting schools as sites that might affirm and expand Indigenous ways of knowing and being (Bird et al, 2013; Faircloth, 2018; Hohepa, 2013; Khalifa, 2018; Khalifa et al, 2019; Mackey, 2017). Faircloth and Tippeconnic (2013, p. 484) understand decolonizing school leadership as a process of “reforming the educational system from one that privileges western beliefs, practices, and priorities into one that recognizes and respect the role of Indigenous ways of knowing and doing in the education of Indigenous students.” Khalifa et al (2019) similarly elaborate the decolonial aims of educational leadership and posit a framework they term, Indigenous, Decolonizing School Leadership (IDSL). IDSL prioritizes Indigenous ancestral knowledges, languages, and spiritual practices, ties school achievement aims to broader struggles of Indigenous sovereignty, and seeks to authentically engage and center community voices through ongoing efforts to strengthen self-determined communities and schools.…”

Servant Leadership Model of Principal in Junior High Schools

“…The principal who is given the task of being a leader in the school puts forward his position of power [5] compared to his main duties, namely how the principal serves school members in carrying out managerial duties, carrying out entrepreneurial duties and carrying out supervision teachers, meaning that principals are still bound by the old concept of the leader is someone who holds the power that must be respected, and served. If this concept is in each selfprincipals, then what is expected in the concept of servant leadership opposites.…”

Honoring the Treaty: School Leaders’ Embrace of Indigenous Concepts to Practice Culturally Sustaining Leadership in Aotearoa**Aotearoa is the Indigenous name for New Zealand.

“…Indigenous researchers from the United States and Aotearoa have also delineated a set of practices grounded in Indigenous approaches to school leadership (Bird et al, 2013; Bishop et al, 2014; Brayboy et al, 2015; Faircloth & Tippeconnic, 2013; Garcia & Shirley, 2013; Hohepa, 2013; Santamaría, 2012; Santamaría & Santamaría, 2014). Khalifa et al (2018) have grouped these Indigenous school leadership practices in the following categories:…”

“…In schools, this can include pedagogical approaches where Indigenous communities can co-construct or determine the knowledge valued at school. Garcia and Shirley (2013) argue Indigenous leaders and students must engage in “mutual dialogue and that schools should be considered a sacred space of engagement,” (cited in Khalifa et al, 2018, p. 29). Additionally, interconnectedness with family and community members is essential for making mutual decisions for the schools.…”