Transformative Change through Educational Leadership explores educational leadership with an emphasis on social justice. This text invites those in positions of leadership to re-imagine institutional standards, responsibilities, and leadership methodology through an equity-focused, anti-oppressive, and anti-colonial lens.
Diverse leaders and education experts from across Canada share their lived experiences, stories, models, and wonderings of the challenges that educational leaders face, including Indigenous, queer, and Afrocentric perspectives. The chapters delve into the critical question of what it takes to be a successful leader and offer practical strategies on various aspects of the school leader role, such as building relationships, centring student needs, connecting with the community and parents and caregivers, and supporting wellness and well-being.
This essential volume is well suited for undergraduate and graduate courses on educational leadership including courses focusing on diversity in leadership, leading for social justice, principles and processes of educational leadership, and education leadership for transformation.
FEATURES
an emphasis on how our identities inform the way we lead, from diverse perspectives from across the country
alignment with leadership and principalship standards and competencies in Canada
includes pedagogical features such as section introductions, additional resources at the end of select chapters for further discussion and application, end-of-chapter discussion questions, and an index
Chapter 1: Searching for Myself: Identity Formation through Participation in a School Leader Learning Network
Sarah Hamilton and Bonnie Caldwell
Chapter 2: Matriarchs in the Making: Stories of Indigenous Women in Leadership
Jana Fox, Chas Desjarlais and Carolyn Roberts
Chapter 3: A Feminist Postcolonial Examination of Experiences of Black and Indigenous Female Principals in Canada
James Oloo and Deana Kempel
Section II: Building Relationships to Lead Transformative Change
Chapter 4: Relationships Are a Gift
Nadine Trepanier-Bisson
Chapter 5: Leading with Heart for Transformative Change: A Relationship-Centred Approach Centring Critical Hope
Heather A. Young
Chapter 6: Learning to Lead Transformatively: Using a Graphic Representation of Holistic Leadership to Guide the Range and Scope of Transformative Leadership Practices
Jerome Kroetsch and Nancy Maynes
Section III: Students at the Centre
Chapter 7: Growing Shared Knowledge in Schools: Cultivating Curiosity and Engaging Educator Reflexivity
Katherine Laura Maxwell
Chapter 8: Disrupting a Streaming Structure in Elementary Special Education
Jordan Rappaport and Elli Weisdorf
Chapter 9: Decentering What We Think We Know: Making Space for Student Voice in School Improvement Planning
Rabia Khokhar and Kenneth H. MacKinnon
Section IV: Connecting with Parents, Caregivers, and Community
Chapter 10: Anti-Oppressive Parent and Caregiver Engagement: An Ethos for Leadership
Nancy Angevine-Sands and Michelle Munroe
Chapter 11: My Story Matters: Using Duo-Ethnographic Discussions as a Method for Engaging Diverse Voices to Build Caring and Empathetic School Communities
Ayodeji Osiname and Jacqueline Kirk
Chapter 12: Principles for Principals: Naturalizing Indigenous Knowledge in an Elementary School
Amei Mai and Carmen Rodriguez de France
Section V: Supporting Wellness and Well-Being
Chapter 13: Teacher Occupational Resilience: Reimagining the Occupation of Teaching
Tim Buttler and Annina Engelbrecht
Chapter 14: Walking: Attuning to a Decolonized, Wholistic Path of Teacher Well-Being
Erin Keith
Chapter 15: Stop the Burnout: Protecting the Well-Being of School Leaders
Jennifer McMullen
Section VI: Making Space for All to Lead
Chapter 16: Queering Principal Leadership: In Most Troubling Times, Silence is Seldom the Answer
Hubert Brard
Chapter 17: Shapeshifting between Spaces: Indigenous Leadership, Surviving within the Western Colonial System
Carolyn Roberts
Chapter 18: Leading through Fragments: If I Can’t Lead with All the Parts of Me … How Can I Lead with You?
Salima Kassam
Concluding Thoughts
Kenneth H. MacKinnon
Author Biographies
Index
Biography
Kenneth H. MacKinnon is an Assistant Professor of Education at the University of Prince Edward Island with over 20 years of experience as an elementary teacher, vice principal, and principal in Ontario.
“Transformative Change through Educational Leadership is an insightful and practical addition to leadership literature focused on transforming schools. Preservice teacher education programs, schools, and school leadership will find this volume to be a valuable resource with relevant and current topics and the discussion questions that can be a foundation for critical conversations on enabling transformative change.”
—Dr. Vicki Squires, Associate Dean, Research, Graduate Support and International Initiatives, and Associate Professor, Department of Educational Administration, College of Education, University of Saskatchewan
“This book tackles critical issues that educational leaders face while challenging the reader to think deeply—and differently—about the role of leadership in disrupting injustice and inequity and in creating hope for transformative change. Dr. MacKinnon brings together a diverse group of scholars and practitioners concerned with the ever-changing landscape of anti-oppressive leadership. The book graces the reader with anti-racist, anti-oppressive, and anti-colonial stories, models, and reflections that showcase leadership in action, and brings an extraordinary level of insight into transformative change through leadership. I heartily recommend it to everyone who is taking up a similar challenge.”
—Dr. Fei Wang, Associate Professor, Faculty of Education, University of British Columbia
“Every year students say to me, ‘I understand the importance of working towards social justice in educational leadership, but how do I actually do it?’ Transformative Change through Educational Leadership answers this question. With hard-won insights, examples, and reflections, the authors and editor show how to bring equity, social justice, and anti-oppression into leadership practice. The diverse identities and perspectives of the authors and the thoughtful way the book is organized makes it essential reading for anyone interested in educational leadership and transformative change.”
—Dr. Joseph Levitan, Associate Professor, Faculty of Education, McGill University
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