Weaving Instructional Leadership and Indigenous Knowledge: An Exploratory Case Study
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2018-04-11
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Abstract
This study focused on the research question “What constitutes instructional leadership from a First Nation community school perspective?” The purpose of the study was to find out what constitutes instructional leadership through a First Nation and school community perspective. The hope of the research is that by weaving together Indigenous knowledge teachings and instructional leadership student outcomes would be improved. This qualitative case study implemented focus groups and semi-structured interviews that were respectful of local Indigenous protocols. Focus groups were used for teachers and semi-structured interviews were held for school leadership. Information was obtained through semi-structured questioning, and both focus groups and interviews were recorded then manually analyzed. The research study involved an extensive literature review on instructional leadership theories and practices, and Indigenous knowledges. The study found that instructional leadership in a First Nation school setting should: 1. Draw from First Nation teachings; 2. Focus on developing relational trust with students; 3. Demonstrate an ethic of care for the students and the community; 4. Have strong evidence of active and ongoing efforts to learn about First Nation teachings by the school community (e.g., teachers, staff, school leaders). It is recommended that instructional leaders in First Nation school contexts include Elders and community members in school planning and decision-making processes, and that instructional leaders create bridges between Indigenous and non-Indigenous knowledge teachings and content in curriculum.
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Kraushaar, R. D. (2018). Weaving Instructional Leadership and Indigenous Knowledge: An Exploratory Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/31794