Policies and paradox: A view of school leadership in the context of aboriginal education in Ontario, Canada

Abstract

This chapter will discuss how the traditional role of principal, as the lead learner of schools, is both challenged and complemented by the cultural and epistemic values of Aboriginal communities in publicly funded school across Ontario in light of the Ministry of Education's Ontario First Nation, Métis, and Inuit Framework (2007). Leadership, in this context, is redefined to create a positive working environment. The authors also address the social impact of large-scale assessment programs on the standards for Aboriginal students, including the respective challenges for principals and teachers in Ontario schools.

Citation

Cherubini, L. and Volante, L. (2010), "Policies and paradox: A view of school leadership in the context of aboriginal education in Ontario, Canada", Normore, A.H. (Ed.) Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership (Advances in Educational Administration, Vol. 11), Emerald Group Publishing Limited, Leeds, pp. 125-141. https://doi.org/10.1108/S1479-3660(2010)0000011010