Non-Indigenous Leaders’ Perceptions of their Leadership in K to 12 Nunavut Schools

dc.contributor.advisorSimmons, Marlon
dc.contributor.authorSharif, Shamimara
dc.contributor.committeememberSpencer, Brenda
dc.contributor.committeememberDanyluk, Patricia Jill
dc.contributor.committeememberBoz, Umit
dc.contributor.committeememberBurleigh, Dawn V.
dc.date2025-06
dc.date.accessioned2024-05-14T15:49:13Z
dc.date.available2024-05-14T15:49:13Z
dc.date.issued2024-05
dc.description.abstractThis case study explores non-Indigenous leaders’ perceptions of their leadership in kindergarten to grade twelve (K to 12) Nunavut schools. Educational leadership influences student achievements, including graduation, in schools of Indigenous communities (Odulaja & Halseth, 2018; Truth and Reconciliation Commission of Canada, 2015). Understanding the context that includes the social and historical circumstances of K to 12 Nunavut schools, perceptions the non-Indigenous educational leaders bring to the system, and the relationship between the two, is vital for non-Indigenous educational leaders in K to 12 Nunavut schools. Leaders’ perceptions of their leadership are also vital to educational pedagogy in schools as they influence their choices when leading. There is also insufficient research on non-Indigenous leaders’ perceptions of their leadership in K to 12 Nunavut schools. The following questions guided the study: How do non-Indigenous leaders perceive their leadership in K to 12 Nunavut schools? How do the beliefs and values of non-Indigenous leaders inform their leadership in K to 12 Nunavut schools? I approached the study through a qualitative case study methodology in keeping with Merriam’s (1998) interpretation. I gathered data using semi-structured interviews, reflective journals, and public records. The analysis of data reveals four main findings: (a) a necessity for understanding educational leadership from the perspective of Elders and Indigenous Knowledge Keepers, (b) the understanding of the continuity of colonial relations within the K to 12 Nunavut schools, (c) a necessity for Indigenous representation of their language, culture, and knowledge in K to 12 Nunavut schools, and (d) the importance of embedding Inuit Indigenous perspectives within the K to 12 Nunavut schools. The interpretation process highlights how I perceived my leadership, gaps in the K to 12 Nunavut education system, and the importance of Inuit Indigenous involvement in educational leadership in Nunavut to overcome the colonial narrative in Nunavut education.
dc.identifier.citationSharif, S. (2024). Non-Indigenous leaders’ perceptions of their leadership in K to 12 Nunavut schools (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.urihttps://hdl.handle.net/1880/118747
dc.language.isoen
dc.publisher.facultyWerklund School of Education
dc.publisher.institutionUniversity of Calgary
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjecteducational leadership
dc.subjectIndigenous Educational leadership
dc.subjectIndigenous education
dc.subjectNorthern schools
dc.subjectNunavut education
dc.subjectInuit worldviews
dc.subject.classificationEducation
dc.titleNon-Indigenous Leaders’ Perceptions of their Leadership in K to 12 Nunavut Schools
dc.typedoctoral thesis
thesis.degree.disciplineEducation Graduate Program – Educational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.thesis.accesssetbystudentI do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.
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