Abstract
Purpose
The intersection of multiculturalism and educational leadership has received increasing attention in research worldwide. Nonetheless, considering major trends and challenges across different societies, little is known about this under the indigenous communities’ framework. The purpose of the paper is to address this gap through a review of the existing studies on this topic.
Design/methodology/approach
This study consisted of a systematic literature review, assessing 23 indexed articles from main databases, following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedures. In this review, four thematic categories were considered: (1) geographical location and year of publication of the entries; (2) characterization of the educational setting, formal or informal; (3) leadership focus (objectives, methodology and implications) and (4) identification of leaders (roles and profiles) and multicultural approach adopted.
Findings
The articles reviewed were published between 2014 and 2023, most from Australia and the USA. Results also detected a predominance of formal K-12 settings but a significant number of articles within informal ones, primarily based on rural contexts and their connection with Indigenous communities. Leadership is mainly addressed in its expected objectives and aims when this involves a pedagogy, practice or initiative with Indigenous people. Furthermore, Indigenous community leaders are considered in collaborative actions, including other roles, such as students, principals and teachers.
Originality/value
This study provides evidence and underscores the relevance of connecting educational leadership with Indigenous communities to collaborate in a multicultural socio-educational context involving Indigenous people.
The intersection of multiculturalism and educational leadership has received increasing attention in research worldwide. Nonetheless, considering major trends and challenges across different societies, little is known about this under the indigenous communities’ framework. The purpose of the paper is to address this gap through a review of the existing studies on this topic.
Design/methodology/approach
This study consisted of a systematic literature review, assessing 23 indexed articles from main databases, following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedures. In this review, four thematic categories were considered: (1) geographical location and year of publication of the entries; (2) characterization of the educational setting, formal or informal; (3) leadership focus (objectives, methodology and implications) and (4) identification of leaders (roles and profiles) and multicultural approach adopted.
Findings
The articles reviewed were published between 2014 and 2023, most from Australia and the USA. Results also detected a predominance of formal K-12 settings but a significant number of articles within informal ones, primarily based on rural contexts and their connection with Indigenous communities. Leadership is mainly addressed in its expected objectives and aims when this involves a pedagogy, practice or initiative with Indigenous people. Furthermore, Indigenous community leaders are considered in collaborative actions, including other roles, such as students, principals and teachers.
Originality/value
This study provides evidence and underscores the relevance of connecting educational leadership with Indigenous communities to collaborate in a multicultural socio-educational context involving Indigenous people.
| Original language | English |
|---|---|
| Journal | Journal of Professional Capital and Community |
| DOIs | |
| Publication status | Published - 28 Feb 2025 |