Deepening Educational Leadership Discourse and Knowledge: Learning From Experiences of Secondary School Principals in Kenya

• In Event: 61.048 - Reframing That Opens Space for Social Justice Leadership

Abstract

School leadership has emerged as an important policy consideration (OECD, 2008). Scholars from developed countries exert disproportionate influence on educational leadership theory, policy and practice; leadership knowledge, theorizing and practices can no longer be generated predominantly by scholars from the North (Dimmock & Walker, 2000). Utilizing a narrative approach, this qualitative study examined leadership perspectives and practices of three female secondary school principals in Kenya. Utilizing decolonizing education social justice framework leadership practices are explored. Findings of the study support existing research on the perpetuation of colonized approaches to education, existence of a “managing” view of leadership, tensions in practice regarding the manifestation of social issues in schools, and the need for leadership development grounded in Kenyan knowledge and experiences.

Authors

• Peter Rugano, University of Embu

• Ann E. Lopez, OISE/University of Toronto