The enduring effects of colonialism on education: three praxes for decolonizing educational leadership

How Indigenous Leadership Research in Africa Can Inspire National Prosperity

“…This makes indigenous knowledge appear to be "secondclass" and only studied for general interest rather than as empowering education frames that equip students with a broader sense and understanding of global reality. School curricula need to encourage investigation of alternative community knowledge bases as a means of decolonizing education systems and empowering society with new knowledge processes (Regmi, 2022). This should encourage researchers to codify indigenous knowledge for teaching and equipping students with an African identity around the world (Dei, 2000).…”

Toward Decolonizing Our Scholarship and Discourses: Lessons From the Special Issue on Decoloniality for EAQ

“…While these early critiques challenged the conventional approaches and called for diversified views to extend the knowledge base of educational leadership, other decolonizing scholarly critiques still found a missing link between these criticisms and BIPOC epistemologies (Wright, this issue). BIPOC scholars have contributed to the disruption of the field by offering alternative theories and/or bringing lenses, such as critical race theory (e.g., Alston, 2005; Capper, 2015; Dantley, 2005; López, 2003), culturally responsive leadership (e.g., Beachum, 2011; Lopez, 2016; Khalifa, 2018; Khalifa et al, 2016), indigenous frameworks (e.g., Battiste, 2013; Hohepa, 2013; Penetito, 2010; Smith, 2021), and thoughts and theories that emerge from the Global South (Regmi, 2022).…”