Goal 3

             Within varying contexts who is included and perceived to belong can be directed by policies and practices of schools at a systematic level driven by school leadership. Historically, educational leadership has focused around a “great man” theory and that leadership in one context would work in another (Norman & Gurr, 2020). Contextualized leadership however, offers a different approach. It connects local knowledge and local action which allows learning and practice to be situated and promote legitimate participation from others (Kempster & Stewart, 2010). Furthermore, Madhlangobe & Gordon (2012), found that a culturally responsive leader had six underlying traits. These included demonstrating care for others, building relationships, modelling cultural responsiveness and fostering cultural responsiveness in others (Madhlangobe & Gordon, 2012),

       By examining contexts and the policies and practices and programming of schools, we can find the ways in which we can be culturally responsive and engage families, students and the wider community. Accessing funds of knowledge is one such way educators can do this. The funds of knowledge framework acknowledges the child’s active participation within these environments and the value of the experiences they engage in as rich learning opportunities. By learning about the child's family, educators can engage in a deeper connection between home and school (Chesworth, 2016). The access to funds of knowledge can then be weaved into curriculum and programming to empower and honour students identity and sense of belonging. This can lead into the planning and programming developed at the school.

      This goal is designed to demonstrate how the system flows like water and that it starts with leadership, which flows to educators into their planning providing clarity to students identify formation. This planing leads to lessons and learning that allow children to flourish and connect to themselves and others.