Reconciling Leadership Paradigms

Authenticity as Practiced by American Indian School Leaders

Bibliographic Data

ID2501925
AuthorsDavid Henderson (0000-0003-1012-0631, Montana State University), Jioanna Carjuzaa (0000-0002-1929-6644, Montana State University), William G Ruff (Montana State University)
Year2015
Volume17
Issue1
Pages211
Publication date2015-01-25
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Multicultural Education (JOURNAL)
Journal identifiersISSN: 1934-5267 • E-ISSN: 1934-5267
PublisherEastern University (PUBLISHER • US)
DOI10.18251/ijme.v17i1.940
OpenAlexW1831170357
LanguageEN
Citations received3
References cited9

This phenomenological study examined the complexity American Indian K-12 school leaders face on reservations in Montana, USA The study described how these leaders have to reconcile their Westernized educational leadership training with their traditional ways of knowing, living, and leading. Three major themes emerged that enabled these leaders to address racism in their schools and create spaces that were more conducive to the practice of culturally responsive pedagogy. The study highlights how leaders reconcile cultural clashes and confront racism by using identity, relationality, and re-normed practices

Aesthetics · Educational leadership · Face (sociological concept · Identity (music · Pedagogy · Political science · Public relations · Racism · Social science · Sociology · Critical Race Theory in Education · Gender Studies · Indigenous and Place-Based Education · Teacher Education and Leadership Studies

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Open DOISci-HubOpen Access