Decolonizing and Indigenizing Visions of Educational Leadership

Njoki N. Wane, PhD, is a Professor at the University of Toronto. She is currently serving as Chair in the Department of Social Justice Education at the Ontario Institute for Studies in Education (OISE). Professor Wane headed the Office of Teaching Support at OISE from 2009 to 2012 establishing its priorities and activities while recognizing equity as a central dimension of good teaching.Kimberly L. Todd is a Ph.D. Candidate in the Department of Social Justice Education at Ontario Institute for Studies in Education, University of Toronto. She is currently a Part-Time Professor at Seneca College in the Department of English and Liberal Studies.Coly Chau received a M.Ed. in the Department of Social Justice Education from the Ontario Institute for Studies in Education, University of Toronto. Her research interests include race, gender, sexuality, migration, anti-colonial thought and spirituality.   Heather Watts [she/her] is a Ph.D. student in the Department of Social Justice Education at the Ontario Institute for Studies in Education, University of Toronto. Her research interests include Reconciliation, reclamation of Indigenous ways of knowing, traditional healing, and curricula development.

• Introduction - Centrering Relationality in Decolonizing and Indigenizing Visions of Educational Leadership; Njoki N. Wane, Coly Chau, Kimberly L. Todd, and Heather Watts Schooling Chapter 1. Tapovana: Indigenous Source for Learning and Living (Experiences from Nepal); Ukesh Raj Bhuju Chapter 2. Buddhist Learning Pedagogy and Decolonization: Re-imagining in the Context of Neocolonial Education and Development in Bangladesh; Bijoy P. Barua Chapter 3. Reclaiming the Wisdom of Leadership through Meraki, Metanoia and Metis: Meditations on Spiritually Regenerative Educational Imaginaries; Maria Vamvalis Chapter 4. Queens, Kings, Mother Africa, and ROCK: A Leadership Vision for Humanizing Schools Post-Pandemic; Kirby Mitchell Indigenous Governance Chapter 5. Women of Power Revisited: African Women in Leadership through the Ages, Space, Time and Governance; Njoki N. Wane, Madrine King’endo, and Sein A. Kipusi Chapter 6. Governance in Indigenous Societies; George Muthaa Chapter 7. Indigenization of the Professional Cook Program in the Province of British Columbia; Andrew George Chapter 8. Latin American Matriarchal Epistemologies: Pedagogies of Hope and Indigenous Guidance; Jean Baptista and Bianca Bee BrigidiChapter 9. Indigenous Governance in Africa: A Decolonial Dialogue; Njoki N. Wane, Willis Opondo, Sarah Alam, Evelyn Kipkosgei, and Isaac TarusChapter 10. Beyond Integration of Indigenous or Tribal and Ethnic Minorities: A Case of India and Pakistan; Njoki N. Wane and Sarah AlamCommunity Chapter 11. The Praxis of Love: Love as a Decolonial and Political Practice in Human Service Work with BIPOC Children, Youth, and Families; Shantelle Moreno Chapter 12. Sister-Mother, Community-Mothers and Female-Father; Devi Dee Mucina Chapter 13. Fearless Futures: Local and Global Indigenous Collaborations for Healing; Morgan Mowatt, Mandeep Kaur Mucina, Gina Mowatt, Josephine Simone, and Shilo Shiv Suleman Conclusion - Beginning of Another Journey; Njoki N. Wane, Kimberly L. Todd, Coly Chau, and Heather Watts

Finally, a truly international and substantial collection on indigenous beliefs and their application to educational leadership. The beliefs and practices in various areas identified in this collection should seriously challenge the mainstream discourse on educational leadership which, while making reference to social justice and inclusion, has not sufficiently questioned the colonial legacy in education and social movements. In many ways educational leadership in practice continues to reproduce a colonial psyche and habitus by supporting testing like PISA and others that continue to control formerly colonized populations. This collection offers a meaningful theoretical basis and examples of how to challenge and substantively reconstruct systemic problems in educational leadership.