“Walking in Beauty”
A Case Study of a Successful Principal Cultivating Native Ways of Knowing, Being, and Leading in a Public School on the Navajo Reservation
Bibliographic Data
| ID | 21313619 |
|---|---|
| Authors | Joseph Martin (Northern Arizona University), Rose M Ylimaki (0000-0002-1217-4185, Northern Arizona University), Robyn Conrad Hansen (Northern Arizona University), Michael Schwanenberger (Northern Arizona University), Lynnette Brunderman (Northern Arizona University), Mary Dereshiwsky (Northern Arizona University), Donna W Lewis (Northern Arizona University) |
| Year | 2026 |
| Publication date | 2026-06-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Administration Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0013-161X • E-ISSN: 1552-3519 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013161x261457872 |
| OpenAlex | W7165029897 |
| Language | EN |
| References cited | 18 |
Purpose Many educational leadership scholars have examined relationships among the principal's leadership, student outcomes, and school or social change, but indigenous ways of knowing, educating, and leading have received little attention. The mixed methods case study featured in this article is part of an international study of successful principals (ISSPP) and provides important knowledge about indigenous ways of knowing, educating, and leading through the lens of Hózhó. Here ways of knowing and being are grounded in Hózhó which means “walking in beauty”, an Indigenous perspective on leadership and education aimed at balance, equanimity, and sustainability. The study also considers historical trauma and societal oppression in systems expected in the broader state and nation state and educates for balance and beauty in all interactions. Findings Findings demonstrate the principal's support of Navajo culture as well as systems for success in academic outcomes. The Navajo principal's leadership contributed to culturally relevant education and academic success for all indigenous students in the school. Interviews with tribal leaders show how Indigenous education leaders to value the leadership principles that traditional leaders relied upon to make strategic decisions particularly for engaging parents and stakeholders in their schools. Conclusions Findings have implications for additional research, leadership practice, preparation, and development in Indigenous schools as well as schools that serve other students from diverse cultures across the US and elsewhere. Moreover, this study has the potential to contribute to the leadership literature on culturally responsive leadership in successful schools
Autonomy · Educational leadership · Indigenous · Indigenous Education · Instructional leadership · Leadership development · Navajo · Oppression · State (computer science) · Value (mathematics) · Indigenous and Place-Based Education · Indigenous Cultures and Socio-Education · Indigenous Health, Education, and Rights
| Highly cited | No |
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