Abstract
This paper examines how Canadian K-12 schools, amidst growing diversity, have historically marginalized certain student groups, perpetuating inequities. It explores the roles of school principals in reversing these trends and creating inclusive, equitable, and safe environments for all. The paper uses two theoretical frameworks—Transformative Leadership theory and Anti-Racist theory—to guide principals in fostering inclusive school cultures. The synergies and distinctions between these frameworks are analyzed to advocate for an integrated approach. The integration of Transformative Leadership and Anti-Racist theory equips principals with the strategies needed to challenge inequities and foster inclusive environments. This paper contributes to the discourse on educational leadership by offering a dual-theoretical perspective, demonstrating how these frameworks can complement each other to advance equity and inclusion in diverse school settings.
Presenters
Ayodeji OsinameAssistant Professor, Educational Administration, University of Saskatchewan, Saskatchewan, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Leadership for Diversity, Inclusive School Culture, K-12 School Communities, Equity
