Equity in Action: Transformative Leadership and Anti-Racist Praxis in Canadian K-12 Schools

Authors

Ayodeji Osiname, University of Saskatchewan, Saskatoon, CanadaFollow

Abstract

This paper examines how Canadian K-12 schools, amidst growing diversity, have historically marginalized certain student groups, perpetuating inequities. It explores the roles of school principals in reversing these trends and creating inclusive, equitable, and safe environments for all. The paper uses two theoretical frameworks—Transformative Leadership theory and Anti-Racist theory—to guide principals in fostering inclusive school cultures. The synergies and distinctions between these frameworks are analyzed to advocate for an integrated approach. Together, these frameworks provide a comprehensive lens for school leadership. School leaders must engage in self-reflection, collaboration, and resilience to cultivate social justice-oriented school cultures. The integration of Transformative Leadership and Anti-Racist theory equips principals with the strategies needed to challenge inequities and foster inclusive environments. The paper contributes to the discourse on educational leadership by offering a dual-theoretical perspective demonstrating how these frameworks can complement each other to advance equity and inclusion in diverse school settings.

Recommended Citation

Osiname, Ayodeji (2025) "Equity in Action: Transformative Leadership and Anti-Racist Praxis in Canadian K-12 Schools," Journal of Educational Leadership in Action: Vol. 10: Iss. 1, Article 5.
DOI: https://doi.org/10.62608/2164-1102.1186
Available at: https://digitalcommons.lindenwood.edu/ela/vol10/iss1/5

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.