Engaging in educational leadership: the generosity of spirit

Abstract

This study presents key principles and a model of engaged leadership in indigenous communities. Engaged leadership champions children and youth, delivers learning and teaching within the context of place and spirit, and occurs in partnerships with diverse communities. Stories of educational leaders grounded in the concepts of ha, place, relations, and collective action are included to: (a) posit the need for alternative indigenous educational settings that emerge from indigenous lifeways; (b) suggest a model of indigenous educational leadership that engages, ensures, and nurtures an ethos of collective will and supports indigenous sovereignty, culture, and language; and (c) share the reflections of educational leaders that articulate a vision for leading, learning, teaching, and living that is culturally respectful and socially just.

Notes

1. For more information on ha and mana from the Indigenous Hawaiian perspective, see Pukui et al. (1972).

2. For more information on ‘place‐based learning’ see Basso (1996), Bowers (2001), Cajete (1996), Deloria (2001) and Ralph (1976).

3. For more information on the model see Benham with Napier (2002).

4. The authors acknowledge the contributions of Dr D. Michael Pavel in the writing of this section on NWIC.

5. The authors acknowledge the contributions of Iris HeavyRunner in the writing of this section.