Indigenous school leadership practices for societal integration in segregated society

ABSTRACT

This paper draws on research, knowledge, and practices from Indigenous spaces, discusses the role of Indigenous school leaders as agents for students’ social integration through socialisation processes, and examines school principals’ practices for promoting students’ social integration into society (i.e. societal integration), taking into consideration segregated and non-assimilated (culturally and socially) society. Based on qualitative exploratory research on high school principals in the context of Indigenous Palestinian Arabs in Israel, the paper suggests five main themes: strengthening cultural identity, designing society-responsive curricula, building overlapping society and school spaces, bridging between Indigenous and dominant society, and ensuring student outcomes and the creation of inclusive schools. This exploratory research suggests the dual role of school principals – being culturally responsive to students’ Indigenous society while also connecting with the majority society. The study contributes to understanding Indigenous leaders’ practices for social integration beyond school boundaries. Implications for leadership development are discussed.

KEYWORDS:

• Indigenous
• segregation
• dual responsive
• social integration
• Arab society

Acknowledgement

The author would like to thank Dr. Mowafaq Qadach for his contribution to the analytic process.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Notes

1 The month of fasting for Muslims

Additional information

Funding

This research was funded by the Center for the study of Multiculturalism & Diversity, Hebrew University of Jerusalem.