Indigenous school leadership practices for societal integration in segregated society

Rima'a Da’as*

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

Abstract

This paper draws on research, knowledge, and practices from Indigenous spaces, discusses the role of Indigenous school leaders as agents for students’ social integration through socialisation processes, and examines school principals’ practices for promoting students’ social integration into society (i.e. societal integration), taking into consideration segregated and non-assimilated (culturally and socially) society. Based on qualitative exploratory research on high school principals in the context of Indigenous Palestinian Arabs in Israel, the paper suggests five main themes: strengthening cultural identity, designing society-responsive curricula, building overlapping society and school spaces, bridging between Indigenous and dominant society, and ensuring student outcomes and the creation of inclusive schools. This exploratory research suggests the dual role of school principals–being culturally responsive to students’ Indigenous society while also connecting with the majority society. The study contributes to understanding Indigenous leaders’ practices for social integration beyond school boundaries. Implications for leadership development are discussed.

Original languageAmerican English
JournalEducational Review
DOIs
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© 2024 Educational Review.

Keywords

  • Arab society
  • Indigenous
  • dual responsive
  • segregation
  • social integration

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