Larisa Akrofie
Program Lead, Education and Skills at Mastercard Foundation
In the realm of educational leadership, the dominant narratives and practices have long been influenced by Western philosophies. However, as the world becomes increasingly interconnected, there is a pressing need to examine and critique these dominant paradigms, especially when they are applied in non-Western contexts.
I was drawn to a recent publication by Dr. Ann E. Lopez titled “Examining alternative school leadership practices and approaches: A decolonising school leadership approach” in Intercultural Education offers a profound exploration into this very subject (Lopez, 2021).
Diving Deeper into the Publication’s Insights:
The Western Imprint on Educational Leadership: A significant portion of school leadership research and practice is anchored in Western traditions. Such dominance tends to eclipse the diverse practices and knowledge systems emerging from countries like Kenya.
Kenyan Leadership Landscape: Dr. Lopez’s publication offers a deep dive into the leadership ethos of Kenyan secondary schools. It reveals a tilt towards management-centric leadership, underscoring the need for robust leadership training and highlighting socio-cultural dynamics, with gender playing a pivotal role.
Echoes of Colonialism: The footprints of colonial rule remain deeply embedded in Kenya’s educational fabric. This legacy is not merely historical; it resonates in the present, from the sidelining of African languages to the continued emphasis on European knowledge systems.
Kenya’s unique socio-cultural context significantly shapes its educational leadership. The publication’s spotlight on the management-focused leadership preference among Kenyan school principals is both enlightening and thought-provoking. While such an approach has its practical advantages, it might occasionally overlook the broader, transformative aspects of leadership. Moreover, the call for consistent leadership training resonates universally, emphasizing the continual quest for growth and evolution among leaders, regardless of their geographical backdrop.
The remnants of colonialism in Kenya’s education system present a profound challenge. The marginalization of African languages transcends linguistic boundaries; it’s an identity crisis. Educating students in a context foreign to their lived experiences risks alienating them from their learning journey.
Recommendations for a Forward-Thinking Educational Leadership:
- Beyond the merits of management-focused leadership, there’s a compelling case for transformative leadership, which fosters a sense of community, shared vision, and collaboration.
- Leadership programs should resonate with local nuances while integrating global best practices, ensuring relevance and efficacy for educators.
- To redress the colonial imbalances, it’s crucial to rejuvenate and embed indigenous languages and knowledge in curricula, fostering deeper student engagement.
- A collaborative ethos, involving local communities, educators, and students, ensures curricula that’s globally aligned yet locally relevant.
- Championing programs where educators globally can exchange insights can dispel misconceptions, enrich perspectives, and cultivate a holistic educational leadership approach.
A Reflective Pause:
Navigating the insights from Dr. Lopez’s publication, a pivotal question emerges: How can we genuinely bring a new approach to school leadership that moves away from old influences? Is mere acknowledgment of non-Western perspectives sufficient, or is a comprehensive transformation of our existing frameworks in order?
Echoing Lopez’s sentiments, the journey towards a decolonized educational landscape requires educators to internalize this approach, recognizing its tangible benefits for both themselves and their students. As we chart this course, our endeavours must be anchored in authenticity, transformation, and inclusivity.
Reference: Lopez, A.E., 2021. Examining alternative school leadership practices and approaches: A decolonising school leadership approach. Intercultural Education, 32(4), pp.359-367.
