Month: December 2021

“Why are you engaging in this line of action and inquiry? What important unmet need sits central to your question?”

It became clear in my leadership studies, there were predominant models of what it meant to be a successful leader. As well, predominant leadership models of how to  initiate change were likewise from a particular frameworks. I started to wonder, if these models of leadership and change were as successful as they were presented, why was it that education did not seem to really change? More worrisome, the leaderships model that one was to emulate saw students not seeing themselves as successful in a manner that was emotionally, mentally and or physically contributing to their overall life happiness and wellness. Likewise, I was noticing a parallel with the adults in the school buildings–all adults. Educators, consultants, administrators, support staff, care takers, bus drivers and lunch facilitators seemed at times to be suffering as well.

I started to consider what other modes/models of leadership might looking like, and how coming to know multiple leadership frameworks, might one address overall wellness in schooling. It then dawned on me, since we returned to Canada, we have had successful leadership practices on our land since the beginning of time. If communities, for example, have been able to thrive over millennia, why in the world have we not looked to such models as educators?

If I were to identify an unmet need that sits central to my question, it is “Am I privy to know about Indigenous leadership practices?” As well, what do I do with the knowledge and is it my place to bring this way of knowing into my own  practice as an educator and leader”.

 

 

“Who should you talk to next to help guide your inquiry? In order to answer your HWM question, what voices and perspectives need to be consulted? What did you learn when you talked to them?”

I have reached out to folks who have graciously offered to connect with me about the topic I am looking into. Specifically, I have reached out to folks who are from Indigenous communities and or work with folks from communities around the GTA. These are the voices I need to engage with to support my understanding, and to become more familiar with Indigenous leadership. I have also started a Coursea course offered by the University of Alberta called “Indigenous Canada” to hopefully fill in more gaps, and possibly, narrow my question further. 

For those who I have reached out to, my understanding thus far is community is everything. Each person involved in a community is not only part of the community, but each individual is integral to the functioning and success of the community. Community is consulted when decisions are made. I have also come to understand leadership is not about one person, nor is it about the individual. Rather, the individual is part of the whole. Specifically, students are not seen from an individualistic perspective. Children are seen as a part of the whole, and the whole supports who they are and who they will become. In this respect, “school” is from, with,  and to the generations, with the “curriculum” taught through storytelling shared by elders and comes from the ancestors. 

I wonder what this perspective might look like in formal schooling such as we know it.

“What was the process like in coming up with your HMW question? Where did you land? Share your first HMW question attempt.”

The process of coming up with my HMW question has been similar to the process I go through when starting a watercolour painting. The idea starts as swirling images/thoughts in my mind about an idea or construct. It takes a few weeks before ideas start to synthesize and take shape (often on a drive in the car).  Once I start putting ideas to paper and sketching them out, things start to materialize. When the ideas are put to paper, other thoughts start to emerge and converge. This is where I step back and look–really look. I start to consider what is not on the paper, and what might be left out or missing. Next comes adding colour and details–much like writing HMW questions. These initial strokes (on paper or on the keyboard) transform into what will eventually become the question. However, just when you think you are moving, things can get muddy. Second guessing creeps in. Are all the aspects I want to convey there? Do I need to add more? Do I need to take away something? Most importantly, can what I have on the page change into something else that could be even more meaningful? This is where I step back again, and move away from the painting (in this case the research questions). I eventually get back to the piece, and start to see things in a new light. 

Specifically relating to my HMW, I know from past experiences, a research question can change and needs to be malleable. The more you dig deeper into the topic, the more you might tweak the question to get closer to what it is you want to know. Likewise, I know the research question can change the more you reach out and talk to people. 

Right now I think I am okay with my HMW. It is something that is meaningful, connecting to our school’s vision and strategic plan, it can be measurable, and if I can really make it happen, benefit both students and staff. However, talk to me next week…….. 🙂

Here is the re-mix of my initial HMW:

“How and to what extent, can leading from an Indigenous leadership mindset impact staff and student wellness?”