Abstract
In this case, Mary, a cisgender White principal, is struggling in a contentious school climate with a mostly White staff and a racially divided school community. A lunchroom incident highlighted the unaddressed conflict among students, families, and the community that can no longer be ignored. Her unresponsive leadership raises questions about the capacity of White school leaders to be culturally responsive. The authors present a decolonizing leadership framework and three activities, framed by transformative learning theory, that encourage participants to reflect on their biases and develop their understanding of what colonizing and decolonizing education means to their leadership.
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