Summary
This edited collection centres the reclamation of global counter and Indigenous knowledges, epistemologies, ontologies, axiologies, and cosmovisions that have the capacity to create new educational leadership frameworks that chart courses to visions beyond the current oppressive systems of education. Contributing authors discuss what does it look like to have thriving decolonial educational systems? What is the educational leadership that is needed and required to get us there? What does it look like from these global Indigenous and decolonial perspectives? How do we begin dismantling dominant and colonial systems, structures and styles of leadership?
Schooling and education in the wake of ongoing colonial injustices requires a revolutionary (re)awakening and the creation of schooling and educational systems that inherently honour the sacredness of life on this Earth, beyond the anthropocentric. The centring, reclamation and reaffirmation of global counter and Indigenous knowledges in educational leadership is not an individual, nor isolated endeavour. Through this understanding, this anthology is centred around themes of schooling, community building, liberatory praxis and decolonial movements, and Indigenous governance.
Table of contents
Introduction - Centrering Relationality in Decolonizing and Indigenizing Visions of Educational Leadership; Njoki N. Wane, Coly Chau, Kimberly L. Todd, and Heather Watts
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Schooling
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Chapter 1. Tapovana: Indigenous Source for Learning and Living (Experiences from Nepal); Ukesh Raj Bhuju
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Chapter 2. Buddhist Learning Pedagogy and Decolonization: Re-imagining in the Context of Neocolonial Education and Development in Bangladesh; Bijoy P. Barua
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Chapter 3. Reclaiming the Wisdom of Leadership through Meraki, Metanoia and Metis: Meditations on Spiritually Regenerative Educational Imaginaries; Maria Vamvalis
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Chapter 4. Queens, Kings, Mother Africa, and ROCK: A Leadership Vision for Humanizing Schools Post-Pandemic; Kirby Mitchell
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Indigenous Governance
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Chapter 5. Women of Power Revisited: African Women in Leadership through the Ages, Space, Time and Governance; Njoki N. Wane, Madrine King’endo, and Sein A. Kipusi
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Chapter 6. Governance in Indigenous Societies; George Muthaa
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Chapter 7. Indigenization of the Professional Cook Program in the Province of British Columbia; Andrew George
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Chapter 8. Latin American Matriarchal Epistemologies: Pedagogies of Hope and Indigenous Guidance; Jean Baptista and Bianca Bee Brigidi
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Chapter 9. Indigenous Governance in Africa: A Decolonial Dialogue; Njoki N. Wane, Willis Opondo, Sarah Alam, Evelyn Kipkosgei, and Isaac Tarus
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Chapter 10. Beyond Integration of Indigenous or Tribal and Ethnic Minorities: A Case of India and Pakistan; Njoki N. Wane and Sarah Alam
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Community
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Chapter 11. The Praxis of Love: Love as a Decolonial and Political Practice in Human Service Work with BIPOC Children, Youth, and Families; Shantelle Moreno
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Chapter 12. Sister-Mother, Community-Mothers and Female-Father; Devi Dee Mucina
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Chapter 13. Fearless Futures: Local and Global Indigenous Collaborations for Healing; Morgan Mowatt, Mandeep Kaur Mucina, Gina Mowatt, Josephine Simone, and Shilo Shiv Suleman
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Conclusion - Beginning of Another Journey; Njoki N. Wane, Kimberly L. Todd, Coly Chau, and Heather Watts
About the authors
Njoki N. Wane, PhD, is a Professor at the University of Toronto. She is currently serving as Chair in the Department of Social Justice Education at the Ontario Institute for Studies in Education (OISE). Professor Wane headed the Office of Teaching Support at OISE from 2009 to 2012 establishing its priorities and activities while recognizing equity as a central dimension of good teaching.
Coly Chau received a M.Ed. in the Department of Social Justice Education from the Ontario Institute for Studies in Education, University of Toronto. Her research interests include race, gender, sexuality, migration, anti-colonial thought and spirituality.
Kimberly L. Todd is a Ph.D. Candidate in the Department of Social Justice Education at Ontario Institute for Studies in Education, University of Toronto. She is currently a Part-Time Professor at Seneca College in the Department of English and Liberal Studies.
Heather Watts [she/her] is a Ph.D. student in the Department of Social Justice Education at the Ontario Institute for Studies in Education, University of Toronto. Her research interests include Reconciliation, reclamation of Indigenous ways of knowing, traditional healing, and curricula development.
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