Transformative school leadership that privileges the voices of Aboriginal and Torres Strait Islander peoples in Australian education

Antoinette Cole

doi:10.55146/ajie.v53i2.1098

Authors

Antoinette Cole The University of Queensland https://orcid.org/0000-0001-8999-7043

DOI:

https://doi.org/10.55146/ajie.v53i2.1098

Keywords:

Aboriginal and Torres Strait Islander education, school leadership, culturally responsive pedagogies, transformative school leadership, Indigenous futurity, settler futurity, relationally responsive

Abstract

The negative positioning of Indigeneity and the dominant Eurocentric structures entrenched in schooling structures in Australia continues to impact educational success for Aboriginal and Torres Strait Islander young people. This deficit discourse of Indigeneity and imposed structures, such as policy, are key factors in the educational success, or what is defined as success, of Aboriginal and Torres Strait Islander young people. This paper argues that an absence of Aboriginal and Torres Strait Islander scholarship within school leadership approaches impacts the building of Indigenous futures. A relationally responsive approach centres Indigenous axiologies, ontologies and epistemologies, and supports Indigenous futurity praxis. The critical concern is how education as a discipline supports any notions of Indigenous futurity if it lacks Indigenous voice, research and scholarship in educational leadership. This paper synthesises existing literature to develop a conceptual framework, underpinned by existing evidence and gaps, for transforming educational leadership in Indigenous education. Using a transformative school leadership approach, it locates Indigenous voice, research and scholarship in the field of educational leadership with application for primary and secondary schooling contexts, and for government and non-government school contexts. The paper culminates with a tool for school leaders that supports critical self-reflection.

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Author Biography

Antoinette Cole, The University of Queensland

Antoinette Cole is a Postdoctoral Research Fellow, School of Education, The University of Queensland. As a proud Torres Strait Islander descendent, Antoinette is passionate about social justice and making a difference in the lives of young people. As an educator, Antoinette has over 25 years in the field of education in various leadership positions. Antoinette is a longstanding educator with Catholic Education in the Diocese of Cairns, and her focus has been working to support improved outcomes for Aboriginal and Torres Strait Islander young people. She is passionate in working with educators to explore dispositions and build capabilities using a strengths-based approach and critical self-reflection. Antoinette has led many projects specifically focused on partnership and engagement across a range of contexts, including boarding contexts.

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