Non-Indigenous Leaders’ Perceptions of their Leadership in K to 12 Nunavut Schools
This case study explores non-Indigenous leaders’ perceptions of their leadership in kindergarten to grade twelve (K to 12) Nunavut schools. Educational leadership influences student achievements, including graduation, in schools of Indigenous communities (Odulaja & Halseth, 2018; Truth and Recon...
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Werklund School of Education
2024
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ftunivcalgary:oai:prism.ucalgary.ca:1880/118747 2024-06-23T07:54:11+00:00 Non-Indigenous Leaders’ Perceptions of their Leadership in K to 12 Nunavut Schools Sharif, Shamimara Simmons, Marlon Spencer, Brenda Danyluk, Patricia Jill Boz, Umit Burleigh, Dawn V. 2024-05 application/pdf https://hdl.handle.net/1880/118747 en eng Werklund School of Education University of Calgary Sharif, S. (2024). Non-Indigenous leaders’ perceptions of their leadership in K to 12 Nunavut schools (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. https://hdl.handle.net/1880/118747 University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. educational leadership Indigenous Educational leadership Indigenous education Northern schools Nunavut education Inuit worldviews Education doctoral thesis 2024 ftunivcalgary 2024-05-29T00:52:32Z This case study explores non-Indigenous leaders’ perceptions of their leadership in kindergarten to grade twelve (K to 12) Nunavut schools. Educational leadership influences student achievements, including graduation, in schools of Indigenous communities (Odulaja & Halseth, 2018; Truth and Reconciliation Commission of Canada, 2015). Understanding the context that includes the social and historical circumstances of K to 12 Nunavut schools, perceptions the non-Indigenous educational leaders bring to the system, and the relationship between the two, is vital for non-Indigenous educational leaders in K to 12 Nunavut schools. Leaders’ perceptions of their leadership are also vital to educational pedagogy in schools as they influence their choices when leading. There is also insufficient research on non-Indigenous leaders’ perceptions of their leadership in K to 12 Nunavut schools. The following questions guided the study: How do non-Indigenous leaders perceive their leadership in K to 12 Nunavut schools? How do the beliefs and values of non-Indigenous leaders inform their leadership in K to 12 Nunavut schools? I approached the study through a qualitative case study methodology in keeping with Merriam’s (1998) interpretation. I gathered data using semi-structured interviews, reflective journals, and public records. The analysis of data reveals four main findings: (a) a necessity for understanding educational leadership from the perspective of Elders and Indigenous Knowledge Keepers, (b) the understanding of the continuity of colonial relations within the K to 12 Nunavut schools, (c) a necessity for Indigenous representation of their language, culture, and knowledge in K to 12 Nunavut schools, and (d) the importance of embedding Inuit Indigenous perspectives within the K to 12 Nunavut schools. The interpretation process highlights how I perceived my leadership, gaps in the K to 12 Nunavut education system, and the importance of Inuit Indigenous involvement in educational leadership in Nunavut to overcome the ... Doctoral or Postdoctoral Thesis inuit Nunavut PRISM - University of Calgary Digital Repository Nunavut Canada |
institution |
Open Polar |
collection |
PRISM - University of Calgary Digital Repository |
op_collection_id |
ftunivcalgary |
language |
English |
topic |
educational leadership Indigenous Educational leadership Indigenous education Northern schools Nunavut education Inuit worldviews Education |
spellingShingle |
educational leadership Indigenous Educational leadership Indigenous education Northern schools Nunavut education Inuit worldviews Education Sharif, Shamimara Non-Indigenous Leaders’ Perceptions of their Leadership in K to 12 Nunavut Schools |
topic_facet |
educational leadership Indigenous Educational leadership Indigenous education Northern schools Nunavut education Inuit worldviews Education |
description |
This case study explores non-Indigenous leaders’ perceptions of their leadership in kindergarten to grade twelve (K to 12) Nunavut schools. Educational leadership influences student achievements, including graduation, in schools of Indigenous communities (Odulaja & Halseth, 2018; Truth and Reconciliation Commission of Canada, 2015). Understanding the context that includes the social and historical circumstances of K to 12 Nunavut schools, perceptions the non-Indigenous educational leaders bring to the system, and the relationship between the two, is vital for non-Indigenous educational leaders in K to 12 Nunavut schools. Leaders’ perceptions of their leadership are also vital to educational pedagogy in schools as they influence their choices when leading. There is also insufficient research on non-Indigenous leaders’ perceptions of their leadership in K to 12 Nunavut schools. The following questions guided the study: How do non-Indigenous leaders perceive their leadership in K to 12 Nunavut schools? How do the beliefs and values of non-Indigenous leaders inform their leadership in K to 12 Nunavut schools? I approached the study through a qualitative case study methodology in keeping with Merriam’s (1998) interpretation. I gathered data using semi-structured interviews, reflective journals, and public records. The analysis of data reveals four main findings: (a) a necessity for understanding educational leadership from the perspective of Elders and Indigenous Knowledge Keepers, (b) the understanding of the continuity of colonial relations within the K to 12 Nunavut schools, (c) a necessity for Indigenous representation of their language, culture, and knowledge in K to 12 Nunavut schools, and (d) the importance of embedding Inuit Indigenous perspectives within the K to 12 Nunavut schools. The interpretation process highlights how I perceived my leadership, gaps in the K to 12 Nunavut education system, and the importance of Inuit Indigenous involvement in educational leadership in Nunavut to overcome the ... |
author2 |
Simmons, Marlon Spencer, Brenda Danyluk, Patricia Jill Boz, Umit Burleigh, Dawn V. |
format |
Doctoral or Postdoctoral Thesis |
author |
Sharif, Shamimara |
author_facet |
Sharif, Shamimara |
author_sort |
Sharif, Shamimara |
title |
Non-Indigenous Leaders’ Perceptions of their Leadership in K to 12 Nunavut Schools |
title_short |
Non-Indigenous Leaders’ Perceptions of their Leadership in K to 12 Nunavut Schools |
title_full |
Non-Indigenous Leaders’ Perceptions of their Leadership in K to 12 Nunavut Schools |
title_fullStr |
Non-Indigenous Leaders’ Perceptions of their Leadership in K to 12 Nunavut Schools |
title_full_unstemmed |
Non-Indigenous Leaders’ Perceptions of their Leadership in K to 12 Nunavut Schools |
title_sort |
non-indigenous leaders’ perceptions of their leadership in k to 12 nunavut schools |
publisher |
Werklund School of Education |
publishDate |
2024 |
url |
https://hdl.handle.net/1880/118747 |
geographic |
Nunavut Canada |
geographic_facet |
Nunavut Canada |
genre |
inuit Nunavut |
genre_facet |
inuit Nunavut |
op_relation |
Sharif, S. (2024). Non-Indigenous leaders’ perceptions of their leadership in K to 12 Nunavut schools (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. https://hdl.handle.net/1880/118747 |
op_rights |
University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. |
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