American Indian Educational Leadership

Context, Conceptions of Leadership, and Practice

Authored by: Tarajean Yazzie-Mintz

Handbook of Research on Educational Leadership for Equity and Diversity

Print publication date:  April  2013
Online publication date:  August  2013

Print ISBN: 9780415657457
eBook ISBN: 9780203076934
Adobe ISBN: 9781135128432

10.4324/9780203076934.ch8

 Download Chapter

 

Abstract

Within the realms of Native scholarship, the research discourse privileges indigenous intellectualism (Alfred, 1999; Grande, 2004; Wilson, 2008), tribal sovereignty, and tribal nations' rights to self-determination (Brayboy & Castagno, 2009; Champagne & Abu-Saad, 2006) as foundational concepts framing American Indian educational leadership. In the field of American Indian and Alaska Native (AI/AN) 1 education, current theories delve deeper and go beyond early suggestions that educators need to address cultural deficits found in Indian children to responding instructionally to cultural differences (Castagno & Brayboy, 2008; Lipka, Mohatt, & the Ciulistet Group, 1998; Lomawaima & McCarty, 2002; McCarty, 2002; Mohatt & Erickson, 1981; Philips, 1972). Because Native scholars have contributed to framing research and theorizing Indian education, the possibility of acknowledging Native cultures as sources of knowledge has become a foundational principle in the schooling of Native children and in conducting research in Indian education (i.e., Cajete, 1994; Demmert, 2004; Grande, 2004; Smith, 1999; Swisher, 1999; Swisher & Tippeconnic, 1999; Warner & Grint, 2006; Wilson, 2004; Yazzie-Mintz, 2007).

 Cite
Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.