Reflections of A non-Native School Leader Serving in a Predominately native
Abstract
This article presents the introspective journey of a non-Native school leader navigating the complexities of serving in a predominantly Native school in Alaska. As the author enters their twelfth year in educational leadership, they confront the tension between their passion for their role and the potential benefits of Native leadership for the school. Despite efforts to support Native Educational Sovereignty and implement culturally affirming practices, the author recognizes the inherent limitations of their impact as a non-Native leader. The article explores the nuanced challenges of fostering an environment that supports and prioritizes the development of Native leadership within the educational system. It discusses the importance of capacity building, where non-Native leaders must facilitate pathways for Native educators to assume leadership roles, emphasizing mentorship, professional development, and community engagement. The author advocates for a leadership model that empowers the community rather than pursuing personal tenure. The article calls for non-Native leaders to self-reflect, actively seek Native input, and approach their roles humbly, acknowledging their positions' temporality. The ultimate responsibility of non-Native leaders is framed as contributing to the transformative journey towards Indigenous agency in education, paving the way for a future led by empowered Native educational systems. This reflection raises critical questions about the role of non-Native leaders in Indigenous education and the broader implications for reconciliation and cultural revitalization.
Reflections of a non-Native School Leader Serving in a Predominately Native School
As I enter my twelfth year as an educational leader in Alaska, I find myself grappling with two conflicting thoughts:
The desire to continue in a job I love, especially given Alaska's challenges in retaining educators and school leaders.
The recognition that the school might benefit more from Native leadership. Than non-Native leadership.
This internal struggle stems from my position as a non-Native school leader serving in a predominantly Native school. Despite my best efforts to:
Support Native Educational Sovereignty
Implement culturally affirming leadership practices
Work towards removing decolonizing practices and frames that marginalize Native students
Provide space for Native voices in decision-making processes
Act as an ally and advocate for Native education issues
The desire to have a significant impact may always be limited in certain aspects due to my non-Native background. This limitation is not based on my inability to lead or a resistance to my leadership by members of the Native community. My belief is supported by research, which consistently shows that students from marginalized groups experience positive impacts when taught by teachers and leaders who share their race, ethnicity, and gender (Drissen, 2015; Battey et al., 2018)). This finding suggests that Native students might benefit even more from having Native educational leaders who can relate more directly to their experiences and cultural background. This article does not go into great detail about the research but acknowledges that it is extensive and comprehensive.
My dilemma reflects the broader question in educational leadership: How can non-Native leaders best serve Native communities while fostering conditions for Native leadership to emerge and thrive? This challenge requires balancing your commitment to the community with the long-term goal of empowering Native educators to take on leadership roles.
Building Capacity: The Responsibility of Non-Native School Leaders in Predominantly Native Schools
In the realm of education, leadership comes with a profound responsibility, particularly for non-Native school leaders working in predominantly Native communities. These leaders find themselves in a unique position—not only are they tasked with the day-to-day management of schools, but they also bear the weighty duty of fostering an environment where Native populations can develop the skills and capabilities necessary to lead their educational systems. This dual responsibility can create a complex conflict for non-Native leaders, especially when the pursuit of leadership sustainability roles clashes with the imperative to empower Indigenous leadership.
The Importance of Capacity Building
At the heart of this responsibility lies the concept of capacity building. Non-Native school leaders must recognize their role as facilitators, creating pathways for Native educators and community members to step into leadership positions. This means investing time and resources into mentorship programs, professional development, and community engagement initiatives prioritizing Indigenous voices and perspectives. By doing so, these leaders can help cultivate a self-sustaining educational ecosystem that reflects the culture, values, and needs of the Native population.
Serving with Purpose
The traditional model of educational leadership often emphasizes tenure and stability, leading many superintendents to strive for long tenures in their positions. However, in predominantly Native schools, the focus should shift from personal ambition to community empowerment. Non-Native leaders must adopt a mindset that prioritizes service over longevity. Their goal should not be to become the longest-serving superintendent but rather to serve as long as there is a demonstrated need for their leadership. This perspective aligns with the broader movement toward reconciliation, emphasizing acknowledging historical injustices and working collaboratively to create equitable educational opportunities.
.A Call to Action
To navigate this complex landscape, non-Native school leaders must engage in self-reflection and actively seek input from Native community members. Building trust requires listening to the needs and aspirations of Indigenous populations collaborating with them to co-create educational frameworks that honor their cultural heritage. Non-Native leaders must approach their roles with humility, recognizing that their time in these positions is temporary and that true success is measured by the strength and resilience of their community.
Ultimately, the responsibility of non-Native school leaders in predominantly Native schools transcends mere administration; it is an opportunity to contribute to a transformative journey where Indigenous communities reclaim their agency in education. By embracing this responsibility with authenticity and purpose, these leaders can help pave the way for a future where Native populations lead their educational systems, fostering an environment of empowerment, respect, and cultural revitalization.
