Culturally (Ir)Relevant School Leadership: The Case of Northern Mindanao, Philippines

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-8 - Leadership Capacity for Cultural Competence

Abstract

The purpose of this research was to explore how and in what ways school principals in Northern Mindanao are culturally (ir)relevant leaders. One research question guided this inquiry: How and in what ways do school principals in Northern Mindanao understand and practice culturally relevant leadership? Data were gathered and analyzed using Horsford, Grosland, and Gunn’s (2011) Framework for Culturally Relevant Leadership, which conceived culturally relevant leadership as influenced by four dimensions: political contexts, pedagogical approaches, personal journeys, and professional duties. This study sheds light on how culturally irrelevant school principals sustain and reinforce hegemonic social structures and adds to the two decades of discourse on culturally relevant leadership.

Author

• Melanie Carol Brooks, Monash University