Adopting a two-eyed seeing approach to leadership in public education: encapsulating both Indigenous ways of knowing and western knowledge to meet our commitment to reconciliation

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dc.contributor.authorKroeker, Jacqueline
dc.contributor.examiningcommitteeTamtik,Merli (Educational Administration, Foundations and Psychology)en_US
dc.contributor.examiningcommitteeFarrell, Amy (Curriculum, Teaching & Learning)en_US
dc.contributor.supervisorDeer, Frank
dc.date.accessioned2022-09-15T19:13:49Z
dc.date.available2022-09-15T19:13:49Z
dc.date.copyright2022-09-15
dc.date.issued2022-09-15
dc.date.submitted2022-09-15T18:56:30Zen_US
dc.degree.disciplineEducational Administration, Foundations and Psychologyen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractEducational leaders in Canada have been struggling with developing and maintaining public schooling that would honour Indigenous world views and ways of knowing to support all students. The purpose of this qualitative study was to analyze how educational leaders can alter their leadership practices towards incorporating a two-eyed seeing (Hatcher, Bartlett, Marshall & Marshall, 2009) approach that is grounded in Indigenous world views and ways of knowing. Using a two-eyed seeing approach in educational leadership practices is important, as it would support engaging in culturally balanced practices that respect both Indigenous and non-Indigenous world views and ways of knowing in public education without a strong emphasis on one over the other. The research question that guided this study is: How can a two-eyed seeing approach guide the practices of educational leaders to adjust their epistemology and bring reconciliation to the forefront in Manitoba public education to create culturally safe spaces for all learners? In this qualitative study, narrative inquiry was the methodology adopted through conducting interviews with a focus on storytelling with Indigenous and non-Indigenous educational leaders. The overall aim of this research was to develop a set of recommendations that would assist educational leaders in their everyday leadership practice, guided by a two-eyed seeing approach. As a result, this practice would potentially lead to a shift towards reconciliation and help to build culturally safe spaces in the school system for all students.en_US
dc.description.noteOctober 2022en_US
dc.identifier.urihttp://hdl.handle.net/1993/36910
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectTwo-eyed seeingen_US
dc.subjectTRCen_US
dc.subjectTruth and Reconciliationen_US
dc.subjectEducational leadershipen_US
dc.subjectReconciliationen_US
dc.subjectServant leadershipen_US
dc.subjectCulturally safe spacesen_US
dc.subjectNarrative Inquiryen_US
dc.subjectStorytellingen_US
dc.subjectIndigenous world viewsen_US
dc.subjectIndigenous ways of knowingen_US
dc.subjectWestern knowledgeen_US
dc.titleAdopting a two-eyed seeing approach to leadership in public education: encapsulating both Indigenous ways of knowing and western knowledge to meet our commitment to reconciliationen_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
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