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.
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Biographies
Muhammad A. Khalifa is the Beck Chair of Ideas in Education at the University of Minnesota. He recently published a new book entitled, Culturally Responsive School Leadership (Harvard Education Press). He helped establish two separate organizations that help school leaders become culturally responsive, one that helps with online equity audits (AjustEd.org) and one that offers culturally responsive learning units, activities, and professional development (http://www.crsli.org).
Deena Khalil is an associate professor in the School of Education at Howard University. Her research focuses on the issues related to equitably accessing learning environments, both nationally and internationally, and how such access is linked to the micro sociocultural and macro sociopolitical dynamics of public education. By serving as principal investigator on several highly competitive grants, she works with P-20 teachers and leaders to develop research-practice partnerships that center the assets of minoritized and indigenous educators and learners through a critical co-designing of STEM learning ecologies.
Tyson E. J. Marsh is associate professor in leadership programs and director of the educational administration program at Seattle University. His work as an international school leader coupled with his experience working in rural, suburban, and urban schools in the United States inform his research focused on the political, historical, social, cultural and economic function of education and educational leaders in relation to indigenous and minoritized communities. Dr. Marsh’s current work is focused on utilizing critical theories of race, class, and gender to assist educational leaders in understanding the coloniality of schooling, while developing their agency and commitment to develop decolonial and community-centered approaches to leadership.
Clare Halloran is a graduate research assistant at the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota. Previously, she worked as a researcher at the American Institutes for Research in Washington, DC. Her research focuses on how education policy and leadership can better support the academic success of English learners, especially at the high school level.
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Article first published online: December 2, 2018
Issue published: October 2019
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This article was published in Educational Administration Quarterly.
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