Événements ouverts

Despite operating from what is almost always situated as'˜good intentions', as Tuck and Yang (2012) note, 'There is a long and bumbled history of non-Indigenous peoples making moves to alleviate the impacts of colonization' (p. 3). Within this context, it is vitally important that space be created for the production of counter-narratives that challenge traditional understandings of school-based leadership, highlighting and giving voice to Indigenous embodiment of leadership in education (Kenny, et al. 2013). In that manner, we embarked on a land-based writing project whichutilized decolonizing research methods (Archibald, Morgan, and Santolo) to gather Indigenous stories of educational leadership. This symposia will be comprised of a series of speakers to discuss the importance of adopting this sort of decolonizing methodology, the relationship and reciprocity that developed between the two project leads and co-editors (one who is a Metis doctoral student and the other who is a settler professor of educational leadership), and the experience of the writers as they engage in a journey of self-reflection and self-determination as Indigenous educational leaders.