Educational leadership (K-20) has commonly been constructed, understood, and developed as a practice of an individual person – a leader, which runs the risk of discounting the wider field of relations (Evers & Lakomski, 2013). According to Warner & Grint (2012), “the individualist and democratic culture of white America has generated a particular approach to American Indians that promotes western governance systems at the expense of indigenous leadership cultures” (p. 971). Such constructions of leading in education have not served Indigenous students well (Mackey, 2017). The Journal of Case Studies in Educational Leadership is calling for submissions related to the theme of indigenous perspectives and experiences in educational leadership. This themed issue focuses on educational leadership through cases that help readers to understand and apply ways of understanding, practicing, and developing leadership that are reflective of Indigenous worldviews. One approach to changing the culture of education is to take up ways of relating, being, thinking and leading that are more consistent with longstanding views of relationality, community, and oneness with all living or non-living matter. These cultural elements can be amplified across various sectors to sustain cultural heritage, reciprocity, and survivance (survival and resistance).
Timeline:
Cases submitted by July 15, 2018; Issue published in Spring, 2019
Send inquiries to David Fisher, Managing Editor: [email protected]
Submit: Indicate the submission is for the themed issue: Indigenous Perspectives and Experiences
For more information, please click here.
Timeline:
Cases submitted by July 15, 2018; Issue published in Spring, 2019
Send inquiries to David Fisher, Managing Editor: [email protected]
Submit: Indicate the submission is for the themed issue: Indigenous Perspectives and Experiences
For more information, please click here.