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Culturally Responsive Leadership: A Critical Review of Literature

In: Handbook of Global Leadership and Followership

Author

Listed:
  • Fei Wang

    (University of British Columbia)

  • Negar Khodarahmi

    (University of British Columbia)

  • Hanh-Thi Hannah Nguyen

    (University of British Columbia)

Abstract

Long-standing efforts to introduce culturally responsive education (CRE) have failed to address the situations and structures that disadvantage culturally diverse students. Although a proliferation of literature emphasizes principals’ culturally responsive leadership (CRL) in influencing followers in positively transforming the reality for culturally diverse students, in many ways, the situations for these students remain the same or are worse off today than they were decades ago. CRL that collaborates with minoritized groups, drawing from student’s cultures and experiences, is believed central to achieving equity and inclusivity. However, research on CRL is still new and evolving. This chapter synthesizes literature on CRL and followership in the past 5 years and problematizes CRL studies that are mainly rooted in Western perspective on leadership. The review employs a decolonization lens to critically examine how CRL is conceptualized and implemented in research and practice and if CRL is producing intended results or simply rhetoric.

Suggested Citation

  • Fei Wang & Negar Khodarahmi & Hanh-Thi Hannah Nguyen, 2023. "Culturally Responsive Leadership: A Critical Review of Literature," Springer Books, in: Joan F. Marques & June Schmieder-Ramirez & Petros G. Malakyan (ed.), Handbook of Global Leadership and Followership, chapter 22, pages 567-583, Springer.
    • Handle: RePEc:spr:sprchp:978-3-031-21544-5_35
    DOI: 10.1007/978-3-031-21544-5_35
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