Toward an Indigenous, Decolonizing School Leadership: A Literature Review

• In Event: 45.035 - Subaltern Knowledge of Educational Leadership and Coloniality: Pathologizing People of Color and the Poor

Abstract

In this review of the literature, we synthesize the research surrounding Indigenous and decolonizing approaches to school leadership. This review, synthesizes how an Indigenous, Decolonizing School Leadership (IDSL) framework, from Western and non-Western spaces, seeks to decolonize school leadership and build upon Indigenous students’ ancestral assets and knowledges. Though leadership theory and practice has often been normalized within a white, male, Western, capitalist, Christian hierarchy, we interrogate these colonial expressions of leadership, how they interlock with contemporary approaches to leadership, and how they continue to contribute to the colonization of minoritized students and communities (Carnoy, 1974; Deloria & Wildcat, 2001; Hohepa, 2013, Minthorn & Chavez, 2015).

Authors

• Muhammad Khalifa, University of Minnesota - Twin Cities

• Tyson E.J. Marsh, University of New Mexico

• Deena Khalil, Howard University