Liberating Sovereign Potential: A Working Education Capacity Building Model for Native Nations

2020 ◽  
Vol 30 (6) ◽  
pp. 493-518
Author(s):  
Alex RedCorn (Osage)
Keyword(s):  
Professional Growth ◽  
Indigenous Education ◽  
Change Agents ◽  
Educational Leaders ◽  
Community Assets ◽  
Building Model ◽  
Governance Systems ◽  
The Status ◽  
Leadership Context ◽  
Healthy Community

With culturally sustaining pedagogies gaining momentum in our evolving educational landscape, the political backdrop of sovereignty and the pursuit of self-determination through education for Indigenous peoples creates a truly unique leadership context. The purpose of this conceptual article is to introduce a working model for educational leaders in Native nations to liberate educational sovereignty by engaging in broad and dynamic systems thinking that centers on their nation’s cultural and governance systems. From this positionality, this model then calls for leaders to engage in the iterative work of (a) assessing the educational landscape and identifying community assets, (b) fostering professional growth across systems, and (c) engaging in ongoing systems development and alignment advocacy. Furthermore, this model calls for leaders to incorporate critical Indigenous education frameworks and philosophies into these efforts, as well as foster a healthy community of practice across all systems of education to cultivate conditions for ongoing learning and connectivity among professionals. Through these efforts, over time leaders in Native nations can increase their ability to liberate educational sovereignty by creating an army of change agents working to (re)center systems of learning around Native nation’s cultural and governance systems, and pull learning systems away from the assimilationist trajectory found in the status quo of settler-colonial education.

scholarly journals Empirical Assessment of Good Governance in the Public Sector of Malaysia

2019 ◽  
Author(s):  
Maizatul Akmar Khalid ◽  
Md. Mahmudul Alam ◽  
Jamaliah Said
Keyword(s):  
Public Sector ◽  
Good Governance ◽  
Primary Data ◽  
Policy Makers ◽  
The Public ◽  
Governance Systems ◽  
Governance Practices ◽  
The Status ◽  
Questionnaire Respondent ◽  
Service Groups

To improve the trust of citizens and delivery of services, employing good governance principles in the public sector is very crucial. Despite efforts to improve service delivery, criticisms and complains toward public services remain evident. This study aims to assess the status of good governance practices in the public sector of Malaysia. Primary data were collected from the responses of 109 department heads under 24 federal ministries to a survey questionnaire. Respondent perception of good governance practices was measured using a seven-point Likert scale and analyzed by descriptive statistics and path measurement modeling. Standard diagnostic tests were also conducted to check the reliability of the data and model. Results indicated that nine factors were significant in the measurement of good governance practices. However, very few people in the public sector of Malaysia practice fraud control, which is at the lowest intensity. Among the service groups, the engineer group practiced good governance at the highest level, whereas the health service group practiced good governance at the lowest level. Therefore, still there are scopes available to improve good governance systems to become more reliable and efficient public sector in Malaysia. Findings of the study will help policy makers improve the efficiency of the public sector of Malaysia and other countries.

scholarly journals Status of the quality of education and accountability unit in the educational process from the point of view of the principals of Kasbah Al Mafraq schools: واقع الاستفادة من وحدة جودة التعليم والمساءلة في العملية التربوية من وجهة نظر مديري مدارس قصبة المفرق بالأردن

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Muneera Abdalkareem Alshdefat
Keyword(s):  
Evaluation Criteria ◽  
Educational Leaders ◽  
Educational Process ◽  
Point Of View ◽  
Quality Of Education ◽  
Development Methodology ◽  
Low Degree ◽  
Study Results ◽  
The Status

This Present study aimed at finding out the Status of the quality of education and accountability unit in the educational process from the point of view of the principals of Kasbah Al Mafraq schools To achieve the goal of the study, a descriptive development methodology was developed, which was developed in three areas (evaluation criteria, cooperation and coordination, feedback and incentives) (21) items, and verified their validity and stability, and then distributed to the sample of the study consisting of (167) managers and directors in schools Kasbah Mafraq. The study results showed that the degree of appreciation and the reality of Status of the quality of education and accountability unit in the educational process from the point of view of the principals of Kasbah Al Mafraq schools was at low degree The average of the tool as a whole was (2.00) with a standard deviation of (.55) and at the level of domains, All of them were rated low, with feedback and incentives having the highest average (2.09) followed by evaluation criteria (2.00) and cooperation and coordination (1.90), and the results showed that there were no statistically significant differences in The study sample of the Status of the quality of education and accountability unit in the educational process from the point of view of the principals of Kasbah Al Mafraq schools, according to gender, at the macro level of the instrument and on all dimensions. The study recommended in light of those results the necessity for that efforts should be join efforts to support and deepen the concept of quality of education and accountability, cooperation and coordination between the quality unit of education and accountability and educational leaders, and try to provide incentives and thanks to those who deserve it, to achieve the concept of guidance and support.

Democratically Accountable Leadership: Tensions, Overlaps, and Principles in Action

2008 ◽  
Vol 18 (2) ◽  
pp. 224-248 ◽  
Author(s):  
Carol A. Mullen ◽  
Sandra Harris ◽  
Caroline R. Pryor ◽  
Tricia Browne-Ferrigno
Keyword(s):  
Social Justice ◽  
Doctoral Students ◽  
Change Agents ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Democratic Principles

This discussion focuses on the intersection of two dissonant concepts of importance in today's educational scene—democracy and accountability. In this article, we describe how these conflicting ideologies might be resolved, theoretically and practically, through democratically accountable leadership—that is, the dual necessity of educational leaders to successfully function as change agents working for social justice. Understanding how educational leaders conceive of these phenomena is an important starting place toward preparing future educational leaders to deal more effectively with them. Hence, we investigated the idea of rethinking accountability around democratic principles and incorporating it into leadership preparation. Specifically, we present results from a study involving doctoral students (i.e., educational leaders) who were asked to link the principles of democracy and accountability to the application of social justice. As such, the article contains suggestions for implementing democratically accountable leadership into practice.

Towards an Anti-Racist, Culturally Responsive, and LGBTQ+ Inclusive Education

2022 ◽  
pp. 150-175
Author(s):  
Artineh Samkian ◽  
John Pascarella ◽  
Julie Slayton
Keyword(s):  
Deep Learning ◽  
Action Research ◽  
Inclusive Education ◽  
Culturally Responsive ◽  
Change Agents ◽  
Educational Leaders ◽  
Program Of Study ◽  
Self Study ◽  
Instruction And Curriculum ◽  
Support Students

This chapter summarizes the ongoing efforts of faculty to develop a program of study embedded in an educational doctorate (EdD) program intended to develop critically conscious educational leaders and change agents. It discusses how courses were collaboratively developed as well as how faculty decided on and began to employ an experimental self-study action research Dissertation in Practice. This chapter then outlines what was learned as a team of collaborators about the best ways to establish coherence and cultivate deep learning to support students' ability to work with adults in the context of instruction and curriculum to address historically entrenched inequities that differentially disadvantage some students while granting privileges to others.

scholarly journals Wirrawi Bubuwul – Aboriginal Women Strong

2018 ◽  
Vol 62 (3) ◽  
pp. 299-310 ◽  
Author(s):  
Michelle Lea Locke
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Indigenous Education ◽  
Status Quo ◽  
Educational Institutions ◽  
Research Paradigms ◽  
Aboriginal Women ◽  
The Status ◽  
Significant Change ◽  
Scholastic Success

The scholastic success of Bolongaia (Maria Lock), at the Parramatta Native Institution in 1819, arguably positions her as an academic giant. Bolongaia’s exam results challenged the opinions of the day when she ‘bore away the chief prize’. Bolongaia’s academic success was based purely on her acquisition of western based knowledges and values. In contrast, I was awarded a Masters of Indigenous Education in 2016. This academic achievement draws attention to a significant change in the positioning of Aboriginal Knowledges in the academy. This article is a letter to my ancestral grandmother, Bolongaia, to tell her about the Aboriginal women who have challenged the status quo of western based educational frameworks and research paradigms. This article honours the Aboriginal women who have paved a way for Aboriginal knowledges in mainstream educational institutions in ways that Bolongaia was unable to experience and perhaps even imagine in her lifetime.

Agents of change: the Gaston Labat awardees past, present, and future—the 2021 Gaston Labat Award lecture

2021 ◽  
pp. rapm-2021-103116
Author(s):  
F Kayser Enneking
Keyword(s):  
Change Agents ◽  
Status Quo ◽  
Meaningful Change ◽  
Agents Of Change ◽  
The Status ◽  
To Come

The prior recipients of the Gaston Labat Award can be thought of as change agents because of their driving desire to challenge and improve the status quo. All of us are interconnected and should seek to collectively work toward meaningful change in our communities. The 2021 Gaston Labat lecture pays tribute to past agents of change and inspires those to come by urging everyone to become involved in the solution.

Risks of Introducing E-Governance Into Strategic Management Systems of Russian Companies in the Context of the Pandemic

2021 ◽  
Vol 17 (4) ◽  
pp. 84-102
Author(s):  
Mikhail Khachaturyan ◽  
Evgeniia Klicheva
Keyword(s):  
Strategic Management ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Digital Technologies ◽  
Management Systems ◽  
Management Tools ◽  
Performance Factors ◽  
Governance Systems ◽  
The Status ◽  
Information And Communication

With accelerated development of information and communication technology, information has acquired the status of the most accessible and, at the same time, the most valuable resource. E-governance systems are among the main forms of introducing digital technologies into Russian companies' strategic management systems in the context of the pandemic. In this regard, one of the key performance factors when introducing such systems is providing them with management tools of both traditional risks affecting the company's operations and new types of digital risks associated with the specifics of electronic governance. In this paper, the authors intend to reveal the main features of how such new risk factors influence the logic and functional processes of the Russian companies' strategic management systems in the context of the pandemic. The paper presents the authors' description of new types of risks associated with introducing e-governance into strategic management systems.

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