Spaces in‐between: Indigenous women leaders speak back to dominant discourses and practices in educational leadership

Abstract

My intention in this article is not to solely ‘talk up’ or ‘talk back’ to troubling dominant discourses about, and practices in, educational leadership, but to authenticate and legitimate Indigenous women’s voices through theorising their leadership realities and by situating such knowledge in the cultural spaces that they occupy. Accordingly, this article leads with the voices of Indigenous women that shape the theoretical discussion. Finally, I offer alternative ways of seeing the relationship between community, schools and leaders from Indigenous perspectives.

Notes

1. All names are pseudonyms.