Background: The colonial origins of schooling and the implications these origins have on leadership is missing from educational leadership literature. Indeed little has been published on decolonizing and indigenous ways of leading schools. Purpose: In this article, we synthesize the literature on indigenous, decolonizing education leadership values and practices across national and international spaces that have been informed to various degrees by colonial models of schooling. Methodology: Through a review of the research and keywords including colonialism, educational leadership, indigenous communities, and decolonization, we identify two overarching themes. Findings: First, we found that the literature revealed a critique of the way in which Westernized Eurocentric schooling serves as a tool of imperialism, colonization, and control in the education of Indigenous peoples. Second, we discovered that the literature provided unique, but overlapping worldviews that situate the values and approaches enacted by Indigenous leaders throughout the globe. Within this second theme, we identify five strands of an Indigenous, Decolonizing School Leadership (IDSL) framework that can contribute to the development and reflection of school leadership scholars and practitioners. Specifically, we found that the five consistent and identifiable strands across IDSL include prioritizing Indigenous ancestral knowledge, enacting self-reflection and self-determination, connecting with and empowering the community, altruism, and spirituality as expressed through servant leadership, and inclusive communication practices. Conclusion: Based on the identified worldviews and values, we conclude by offering insights on the structure and policy of post-colonial schooling, as well as implications for the theory, research and practice needed to reclaim the co-opted contributions of Indigenous leaders in ways that decenter Western colonial approaches to leadership.

中文翻译：

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走向本土化、非殖民化的学校领导：文献综述

背景：教育领导力文献中缺少学校教育的殖民起源以及这些起源对领导力的影响。事实上，关于领导学校的非殖民化和本土方式的文章很少。目的：在本文中，我们综合了有关跨国家和国际空间的土著、非殖民化教育领导价值观和实践的文献，这些价值观和实践已在不同程度上受到殖民学校教育模式的影响。方法：通过对殖民主义、教育领导力、土著社区和非殖民化等研究和关键词的审查，我们确定了两个总体主题。发现：首先，我们发现文献对西方化的以欧洲为中心的学校教育作为帝国主义、殖民化、和控制土著人民的教育。其次，我们发现文献提供了独特但重叠的世界观，这些世界观定位了全球土著领导人制定的价值观和方法。在第二个主题中，我们确定了本土、非殖民化学校领导 (IDSL) 框架的五个方面，这些框架可以有助于学校领导学者和实践者的发展和反思。具体而言，我们发现 IDSL 中有五个一致且可识别的分支，包括优先考虑土著祖先的知识、进行自我反思和自我决定、与社区建立联系并赋予其权力、利他主义和通过仆人式领导所表达的精神，以及包容性的沟通实践。结论：基于确定的世界观和价值观，