Towards a Framework for Culturally Responsive Educational Leadership

Abstract. In this paper the author makes a case for an innovative and dynamic model for Culturally Responsive Educational Leadership. The paper starts by giving a socio-pedagogical account of Culturally Responsive Educational literature and the effect it had on emerging pedagogical practices. Misconceptions surrounding culturally responsive philosophies and their effects on current educational leadership practices are discussed. The need for effective and transformational leadership is highlighted as an essential vehicle to promote transformational change in the reflexive processes needed to engage in new forms of teacher-student interaction with the participation of all stakeholders. The extensively researched theoretical underpinnings have prompted the author to suggest a model for Culturally Responsive Educational Practices. The model can be used as a guide to stimulate further thinking processes emanating from new and productive societal interactions. Such processes may then be used to inform newly constructed Culturally Responsive Leadership practices