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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
FullText Text:
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  Data: Rethinking Conceptions of Educational Leadership within a First Nations Setting in Canada: Mapping a Disputed Terrain
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  Data: <searchLink fieldCode="AR" term="%22Gerald+Fallon%22">Gerald Fallon</searchLink><br /><searchLink fieldCode="AR" term="%22Jerald+Paquette%22">Jerald Paquette</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Administration%22"><i>Journal of Educational Administration</i></searchLink>. 2014 52(2):193-209.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Canada+Natives%22">Canada Natives</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty%22">Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Officials%22">Public Officials</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+Patterns%22">Sociocultural Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Personnel%22">Indigenous Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Issues%22">Political Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+Factors%22">Economic Factors</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 10.1108/JEA-10-2012-0115
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  Data: 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.
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      – SubjectFull: Canada Natives
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Cultural Context
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      – SubjectFull: Educational Policy
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      – SubjectFull: Indigenous Personnel
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      – TitleFull: Rethinking Conceptions of Educational Leadership within a First Nations Setting in Canada: Mapping a Disputed Terrain
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