Educational success is critical to accessing life opportunities. In Australia, the educational success rates for Aboriginal and Torres Strait Islander young peoples are significantly lower compared to their non-Indigenous peers. Research within academic literature and policy of ‘Indigenous Education’ and ‘excellence’ in education (Shay, et.al, 2020) are terms that are emerging from Indigenous communities across Australia as mechanism to redress the deficit thinking towards Indigenous education. On the other hand, whilst current strategies in Indigenous education in Australia have replaced past policies, the education system continues to fail Indigenous young peoples with culturally relevant education and continues to position such disadvantage as part of Indigeneity in Australia (Morrison et al., 2019).   

The continued educational achievement gap confronting Indigenous learners in Australia spotlights the pressing need to cultivate school leaders who can champion systemic change through visionary, transformative, and culturally inclusive leadership. The challenge of catering to a diversified population with the example of Indigenous students in Australia, has application not only to the European context, but diversified populations more broadly across the globe.  With mass migration, global pandemics, and war the ability for different groups to maintain their identity and co-exist with different groups in a diversified population continues to be a challenge for educators, but more-so educational leaders leading their school communities.

Likewise in the European context, and more globally it is critical to address the contexts and conditions that results in segregation and discriminatory attitudes, which inevitably leads to inequitable educational opportunities and unfair outcomes for marginalised groups. There is a critical need to emphasize the key leadership capabilities (transformation, vision, cultural inclusion) required to address equity issues in schools, particularly leaders who can drive systemic reform to improve Indigenous education in Australia. It is vital for educational leaders to create school environments that harness strengths- based approaches (Perso, 2012) and are built into existing school policies and practices, that will make an intentional difference to the outcomes of Indigenous students (Hameed et al., 2021; Netolicky & Golledge, 2021). Culturally responsive leaders build their communities to value students’ existing strengths and accomplishments, supporting students and developing them further in learning and most importantly respecting and valuing the unique identity of each child (Gay, 2000).

This paper explores inclusive school leadership approaches that constitute excellence in Indigenous education (Shay et, al, 2021).  Using an Indigenist lens, it discusses culturally responsive practices in school leadership that create safe learning environments in Indigenous education. It explores the practical application of inclusive school leadership approaches that harness culturally responsive pedagogical practices and values all students and the contributions and attributes that they bring to their schooling experience (Hameed et al., 2021).  As we interrogated the concept of inclusive leadership in Indigenous education, the following research questions were used to study participants’ conceptualization and enactment of inclusivity at school level:

How do school leaders and administrators within Indigenous educational contexts conceptualize and enact inclusive leadership excellence?

Sub-questions:

How do participants define “inclusive leadership” and its connection to ideals of excellence in Indigenous education settings? What overlaps or divergence exist between Western notions of inclusive leadership and Indigenous paradigms?

What leadership practices, policies, and relationships do participants identify as exemplifying inclusive leadership excellence aligned to community values? How are families and community members positioned?

An integral aspect of the study is in examining the systemic and institutional barriers that perpetuate inequities within Indigenous educational leadership. This includes analyzing how leaders evaluate effectiveness and success of inclusion efforts given systemic constraints.

The theoretical lens underpinning this study is based on the principles of Rigney’s (2001) Indigenous Standpoint Theory (IST) of political integrity, resistance as the emancipatory imperative, and privileging Indigenous voices in the research. The study is conceptually framed to ensure the perspective and voices of Indigenous participants to understand what inclusive leadership that uses culturally responsive practices to share what excellence is or what it could be. The analysis foregrounds the voices of Indigenous people and perspectives in the research design using Indigenist research principles of IST. The study adopts a qualitative approach using case study methodology. Qualitative data was collected using various means:  Story-telling ground in Indigenous ways of knowing, being and doing that enables the capacity to include all actors within the story, including non-Indigenous participants (Denzin and Lincoln, 2017).  Semi-structured interviews or yarning using questions to direct the yarning (defining excellence; examples of excellence, factors that support excellence)  Story boarding method as collaborative yarning methodology that aligns with the principles of ethical research in Indigenous contexts (Shay, 2017). It uses semi-structured interviews or yarning and storyboarding as a method to engage the voices and lived experiences of participants to better understand the role of culturally responsive pedagogies in inclusive school leadership practices in defining, examples and factors that support excellence.

Inclusive leadership that used culturally responsive pedagogical practice emerged through three common themes. These common themes emerged across the collaborative yarning sessions were the need for schools to nurture and affirm culture and identity, building up young people through celebrating successes; and, building a culture of inclusivity and belonging. It was also noted that school leaders that enable these culturally responsive practices are more likely to shift whole school cultures. A key finding in the study also highlights the important role that school leaders play in ensuring inclusive leadership practices. Findings from the literature and the empirical research conducted, conclude that there is a need for school leaders to be cognisant in the provision of conducive school environments that respect and value the richness of Indigenous knowledges, having high expectations of Indigenous students and their achievements, and utilise culturally responsive pedagogical practices that builds the school culture and enhances learning not only for Indigenous students, but for all students. Realizing inclusive leadership excellence requires actively addressing historic and present marginalization. The study centers participants’ perspectives on navigating systemic injustice as well as their visions for liberation through transformational, equity-driven leadership praxis within their schools. Overall, centering systemic equity within inclusive leadership research helps strengthen both theoretical insight and leadership competence towards socially just schools.

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