Rethinking Conceptions of Educational Leadership within a First Nations Setting in Canada: Mapping a Disputed Terrain
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| Title: | Rethinking Conceptions of Educational Leadership within a First Nations Setting in Canada: Mapping a Disputed Terrain |
|---|---|
| Language: | English |
| Authors: | Gerald Fallon, Jerald Paquette |
| Source: | Journal of Educational Administration. 2014 52(2):193-209. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Canada Natives, Foreign Countries, Instructional Leadership, Teachers, Faculty, Public Officials, Scholarship, Sociocultural Patterns, Cultural Context, Educational Policy, Indigenous Personnel, Educational Environment, Indigenous Knowledge, Political Issues, Economic Factors |
| Geographic Terms: | Canada |
| DOI: | 10.1108/JEA-10-2012-0115 |
| ISSN: | 0957-8234 1758-7395 |
| Abstract: | Purpose: The purpose of this paper is to provide to First and non-First Nation educators, scholars, and policy makers alternative perspectives that can reshape research on educational leadership in First Nation education with new imaginings that question fundamentally the cultural-political-economic-space defined by Euro-centred notion of modernity. Design/methodology/approach: The paper addresses two questions in dealing with issues of conceptions of educational leadership in a First Nations setting: first, in what socio-cultural paradigm and epistemic framework, should the paper ground the view of relations among persons and between them and their environment, in a way that opens up spaces for prospects for action of those located outside a Euro-centric epistemic and ontological field; second, how could this paradigm assist us in formulating a conception of educational leadership that increases the leverage of First Nations education in constructing alternative sociocultural and educational worlds not grounded in the Eurocentric modernity? Findings: For non-First Nation educators, power brokers, and policy makers who want to create alliances with First Nation people, this paper outlines the necessity to consider cross-cultural dialogue about conceptions of educational leadership as an "opportunity to challenge conventional assumptions about knowledge, power, and a sense of place" (Marker, 2006, p. 21). Originality/value: The originality of this paper resides in its presentation of alternative conceptual horizons for educational leadership, horizons that acknowledge power inequities between mainstream societies and institutions on the one hand and First Nations peoples and their institutions on the other. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465094 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this paper is to provide to First and non-First Nation educators, scholars, and policy makers alternative perspectives that can reshape research on educational leadership in First Nation education with new imaginings that question fundamentally the cultural-political-economic-space defined by Euro-centred notion of modernity. Design/methodology/approach: The paper addresses two questions in dealing with issues of conceptions of educational leadership in a First Nations setting: first, in what socio-cultural paradigm and epistemic framework, should the paper ground the view of relations among persons and between them and their environment, in a way that opens up spaces for prospects for action of those located outside a Euro-centric epistemic and ontological field; second, how could this paradigm assist us in formulating a conception of educational leadership that increases the leverage of First Nations education in constructing alternative sociocultural and educational worlds not grounded in the Eurocentric modernity? Findings: For non-First Nation educators, power brokers, and policy makers who want to create alliances with First Nation people, this paper outlines the necessity to consider cross-cultural dialogue about conceptions of educational leadership as an "opportunity to challenge conventional assumptions about knowledge, power, and a sense of place" (Marker, 2006, p. 21). Originality/value: The originality of this paper resides in its presentation of alternative conceptual horizons for educational leadership, horizons that acknowledge power inequities between mainstream societies and institutions on the one hand and First Nations peoples and their institutions on the other. |
|---|---|
| ISSN: | 0957-8234 1758-7395 |
| DOI: | 10.1108/JEA-10-2012-0115 |
