This is us: Islamic feminist school leadership

Khalil, Deena; DeCuir, Amaarah

doi:10.1080/00220620.2018.1439904

Cited by 16 publications

(8 citation statements)

References 35 publications

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“…Finally, Indigenous and minoritized womanist and feminist epistemologies (Fitzgerald, 2003; Suzack, Huhndorf, Perreault, & Barman, 2011) are invaluable to understanding the interlocking (Collins, 1986) and intersectional (Crenshaw, 1989) nature of oppression in colonial models of schooling and education, particularly in relation to the interplay between imperialist, White supremacist, capitalist, and patriarchal structures that work collectively and independently to divide, silence, and stifle Indigenous and minoritized women in their struggle against the patriarchy of colonialism (hooks, 2004; Khalil & DeCuir, 2018). While not explicitly utilized in articles in this literature review, the five key challenges Arvin et al (2013) emphasize as critical to the work of Indigenous feminists include problematizing settler colonialism and its intersections, refusing erasure while doing more to be inclusive, crafting alliances that directly address differences, recognizing Indigenous ways of knowing, and questioning academic participation in Indigenous dispossession.…”

Section: Discussionmentioning

confidence: 99%

Toward an Indigenous, Decolonizing School Leadership: A Literature Review

Khalifa¹,

Khalil

Marsh

et al. 2018

Educational Administration Quarterly

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Background: The colonial origins of schooling and the implications these origins have on leadership is missing from educational leadership literature. Indeed little has been published on decolonizing and indigenous ways of leading schools. Purpose: In this article, we synthesize the literature on indigenous, decolonizing education leadership values and practices across national and international spaces that have been informed to various degrees by colonial models of schooling. Methodology: Through a review of the research and keywords including colonialism, educational leadership, indigenous communities, and decolonization, we identify two overarching themes. Findings: First, we found that the literature revealed a critique of the way in which Westernized Eurocentric schooling serves as a tool of imperialism, colonization, and control in the education of Indigenous peoples. Second, we discovered that the literature provided unique, but overlapping worldviews that situate the values and approaches enacted by Indigenous leaders throughout the globe. Within this second theme, we identify five strands of an Indigenous, Decolonizing School Leadership (IDSL) framework that can contribute to the development and reflection of school leadership scholars and practitioners. Specifically, we found that the five consistent and identifiable strands across IDSL include prioritizing Indigenous ancestral knowledge, enacting self-reflection and self-determination, connecting with and empowering the community, altruism, and spirituality as expressed through servant leadership, and inclusive communication practices. Conclusion: Based on the identified worldviews and values, we conclude by offering insights on the structure and policy of post-colonial schooling, as well as implications for the theory, research and practice needed to reclaim the co-opted contributions of Indigenous leaders in ways that decenter Western colonial approaches to leadership.

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Section: Discussionmentioning

confidence: 99%

Toward an Indigenous, Decolonizing School Leadership: A Literature Review

Khalifa¹,

Khalil

Marsh

et al. 2018

Educational Administration Quarterly

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“…As a Muslim woman who led a school for over seven years, I center my examination of school leadership on an indigenous way of knowing cultural practices (Khalifa et al, 2016) that is facilitated by a shared religious identity. This enabled me to articulate the tacit knowledge associated with Islam, Muslim women, and Muslim women's experiences of leading such schools (Khalil & DeCuir, 2018).…”

Section: Methodsologymentioning

confidence: 99%

“…Reflecting the priorities of critical Black feminist leadership, the women leading these schools model social justice efforts to challenge the unjust expressions of anti-Muslim sentiment and create leadership practices rooted in the embodiment of justice and fairness (Khalil & DeCuir, 2018). Their leadership work can also be examined by using the frameworks of a critical ethics of care to identify those beliefs, motivations, and practices of caring used as a conduit for transformative community change.…”

Section: Literature Reviewmentioning

confidence: 99%

Toward a Muslim Ethics of Care: Leadership in American Islamic schools

DeCuir

2019

JIFP

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In this empirical study, I describe how Muslim women leading American Islamic schools enact a critical ethics of care framework in their leadership work. As previous critical studies indicate, this research moves beyond caring as an expression of emotion to the work of caring that transforms a community into one that can challenge inequities by building a climate of cultural affirmation. Through an analysis of qualitative interviews of such women, I advance a concept of Muslim ethics of care that communicates the caring work of school leaders rooted in establishing equity. The following four themes form the foundation of this conceptual framework: (a) caring to lead with equitable school practices; (b) caring as resistance to oppression, (c) caring through nurturing often described as “other mothering,” (d) and caring as an Islamic obligation. This study places these leaders’ voices within the broader context of a critical ethics of care framework, thereby demonstrating the role of faith-marginalized community leaders as social justice advocates.

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“…Both terms were used interchangeably in this study. This educational institution has received scant attention from experts during the COVID-19 pandemic ( Brooks, 2018 ; Brooks et al., 2020 , Brooks et al., 2020 ; Khalil and DeCuir, 2018 ). Apparently, this is the first attempt to investigate how pesantren leaders have demonstrated their ability to position themselves as true leaders and bring the pesantren to a better position in times of pandemics.…”

Section: Introductionmentioning

confidence: 99%

The new identity of Indonesian Islamic boarding schools in the “new normal”: the education leadership response to COVID-19

Hanafi¹,

Taufiq²,

Saefi³

et al. 2021

Heliyon

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The purpose of this study was to investigate the leadership practices of Indonesian Islamic boarding school ( pesantren ) leaders, school principals, and teachers in responding to the health crisis caused by the COVID-19 pandemic, to ensure the continuation of boarding school education in the “new normal” period. Generated using a moderated focus group discussion with principals and teachers, the findings suggest that principals' and teachers' leadership practices are acceptable in the policy, social support, and financial dimensions but still lack structural and teaching aspects about conducting blended learning. Based on this study's findings, pesantren leaders ( kyai ) and school principals should pay attention to training programs for implementing blended learning for teachers. The government is encouraged to assist in providing technical facilities pesantren can implement blended learning more effectively.

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This is us: Islamic feminist school leadership

Cited by 16 publications

References 35 publications

Toward an Indigenous, Decolonizing School Leadership: A Literature Review

Toward an Indigenous, Decolonizing School Leadership: A Literature Review

Toward a Muslim Ethics of Care: Leadership in American Islamic schools

The new identity of Indonesian Islamic boarding schools in the “new normal”: the education leadership response to COVID-19

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