Principal Allyship in Saskatchewan Inner-City Schools

Abstract

ABSTRACT Schools that are described as “inner-city” schools in Saskatchewan are commonly found in communities plagued with racialized poverty that consist predominantly of Indigenous families. Principals who are considered to be allies by Indigenous communities work alongside Indigenous students, families, and staff to challenge the effects of colonization and marginalization, and collectively work on student learning outcomes. This article reports on the findings of a study that examined school-based leadership within an inner-city Saskatchewan school with a high Indigenous population. The purpose of the study was to invite Indigenous people associated with schools to discuss school leadership and the extent to which school-based leaders can work as allies to improve the experiences of Indigenous students. Participants identified significant challenges within inner-city schools rooted in colonization, racism, and poverty, as well as mitigating measures that school leaders can take to offset some effects of these challenges. The need for principals to be identifiable to the community through their actions was significant. This included demonstrating a commitment to listening and learning from the community; maintaining high expectations for students as well as staff; focusing on relationship building with all segments of the community; welcoming diverse perspectives in decision-making, and; challenging and changing unjust processes and systems.