Affiliation:
1. University of Northern British Columbia, Canada
Abstract
This chapter applies critical reflection to assess the heartwork, caring, and listening of a school principal learning to address the Truth and Reconciliation Commission's call to action to enable parents to fully participate in the learning of their children. Using compassionate systems leadership and the First Peoples Principles of Learning, the principal learns decolonizing practices to support parent, family, and community empowerment in their children's learning. By sharing stories about a ribbon skirt fashion show, harvesting a bear, and school-home meetings, the principal provides hopeful evidence of home and school relationships for student learning. The sustainability of this decolonizing work will require multi-level mobilization.
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