Decolonizing Leadership Practices in Inner-City Schools Affected by Complex Poverty
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
My experiences as an inner-city principal in an urban center in Saskatchewan illuminated the need to examine school leadership within this unique context. Poverty in Saskatchewan disproportionally impacts Indigenous peoples, many of whom concentrate into inner-city communities. Schools that serve these communities face significant challenges and a pronounced need to close persistent achievement gaps. \nI adhered to an Indigenous research paradigm including the activation of a cultural advisory committee, ethical principles based on relationality, utilization of the conversation method for data collection, and centering both local tribal knowledge and decolonizing intentions in the study. Eleven participants, representing a variety of roles within and in support of an inner-city school and urban school division, generously shared their voices. \nThe study identified the clear existence of complex poverty and associated challenges in the participating school and school division. School-based leaders were seen as playing a pivotal role in ensuring success for Indigenous students within these schools and dispositional traits and important actions of leaders were advanced. It was understood that leadership within these schools needed to be differentiated from leadership in suburban schools. A conceptualization for leadership that was constructed specifically for the Saskatchewan inner-city context is presented. Through the study I tested and refined the leadership conceptualization with members of the school community. The study advances the notion that school leaders should work in partnership with their community to decolonize education in inner-city schools.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.015 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it