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.
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© 2014 Berte van Wyk and Dolapo Adeniji-Neill
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Agosto, V., Salaam, O., Elam, D. (2014). Curriculum Leadership Theorizing and Crafting: Regenerative Themes and Humble Togetherness. In: van Wyk, B., Adeniji-Neill, D. (eds) Indigenous Concepts of Education. Palgrave Macmillan’s Postcolonial Studies in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137382184_9
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DOI: https://doi.org/10.1057/9781137382184_9
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-47992-4
Online ISBN: 978-1-137-38218-4
eBook Packages: Palgrave Education CollectionEducation (R0)