Curriculum Leadership Theorizing and Crafting: Regenerative Themes and Humble Togetherness

Abstract

This chapter illustrates how indigenous concepts, philosophies, and traditions were introduced into a doctoral course on Curriculum Theory and undertaken by students to inform their development of cultural and curriculum leadership. A central activity in the course was clay-molding. Qualitative data in the form of personal reflections and student work samples (pottery, book review, essay) are accompanied by academic literature to provide insight into the question of how indigenous concepts support sensemaking in the development of curriculum leadership that is culturally emancipatory. Personal reflections on the course from the professor and the students are extended by a critical friend who contributes through the concept of culturally competent leadership.