On the Path to Success for Indigenous Students: Utilizing Culturally Responsive Leadership Practices in Kindergarten to Grade 12 Schools

Thumbnail Image
Issue Date
Weppler, Rachel
Journal Title
Journal ISSN
Volume Title
For many Indigenous students, education can be difficult as they are met with numerous barriers inhibiting their ability to connect and engage with the curriculum. Unfortunately, this is in large part due to the intergenerational legacy of Residential Schools. In order to begin to affect change on a school level, educational leaders play a significant role in fostering a school environment that is welcoming and accepting of Indigenous worldviews and epistemologies. In order to achieve this, researchers have identified that educational leaders who implement and support culturally responsive practices are more successful at supporting Indigenous students and helping them achieve greater success in educational settings. This capstone study provides a review of the literature related to culturally responsive leadership and teaching practices that can be utilized when working with Indigenous students. Implementation of these practices can be used to increase connection and engagement with the curriculum and help Indigenous students feel a sense of belonging and significance. Following the literature review, recommendations are provided outlining strategies educational leaders can use to increase their personal leadership capacity surrounding culturally responsive practices, as well as supporting teachers on this journey.
First Nation educational leadership , indigenous education , indigenous school leadership , Aboriginal education , indigenous educational leadership , First Nation education , educational leadership , culturally responsive teaching , culturally responsive school leadership , culturally responsive pedagogy , principal leadership , culturally relevant education
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess