Date of Submission

8-6-2024

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

Calls to Action, Two-Eyed Seeing, transformative leadership, Circle of Courage, Sharing Circles

Abstract

There continues to be a dichotomy that exists between Indigenous and non-Indigenous academic success within Canada. Within a public education context, this Dissertation-in-Practice (DiP) will address how the lack of preparation for school leaders to effectively incorporate Indigenous leadership approaches, impacts the ability to positively support school culture and achievement for Indigenous youth. Focusing specifically on the Truth and Reconciliation Committee Calls to Action 62 and 63, this DiP will explore the ways in which leaders in schools can support the inclusion of Indigenous ways of knowing within their leadership roles. Existing within a critical paradigm, the DiP will incorporate transformative and Two-Eyed Seeing leadership approaches to develop shared leadership capacity for the development of Indigenous leadership approaches. Structuring the change using a model that represents both western and Indigenous ways of knows is an essential component of the work through an integrated framework that includes the change path model and Circle of Courage. The DiP outlines multiple potential solutions to address the Problem of Practice including professional learning networks, Sharing Circles and collaboration with Elders. While all potential solutions provide endless possibilities, the use of Sharing Circles is identified as the preferred solution. Both the change path model and the Circle of Courage prioritize the need for belonging and relationships which are fostered by creating authentic opportunities for all members of schools and community to share their voices.

Keywords: TRC, Calls to Action, Two-Eyed Seeing, transformative leadership, Circle of Courage, Sharing Circles

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