This capstone argues that transformative leadership, based in decolonial pedagogy and critical multiculturalism, is essential to advancing reconciliation and equity in Canadian education. Despite the presence of the Truth and Reconciliation Commission’s education-related Calls to Action, there has been no progress in recent years, limiting opportunities for systemic change in schools. In response to this, school leaders must engage with decolonial and multicultural frameworks in order to disrupt dominant power structures, prioritize Indigenous ways of knowing, and foster inclusive school cultures. Chapter One introduces the TRC’s education-related Calls to action as a foundation for reconciliation-informed leadership, as well as the shifting demographic in Canadian schools. Chapter two reviews key theoretical literature, following the evolution from surface-level multiculturalism to critical and decolonial approaches. Chapter three applies these theories to practical leadership contexts, through professional development around intercultural competence, curriculum development, family engagement practices, and school policy and programs. Chapter four analyzes personal reflections from diverse teaching contexts in Alberta, British Columbia, and China, connecting theory to lived experiences. Together, these chapters show how a dual commitment to decolonial pedagogy and critical multiculturalism can transform school culture. Implications include a need for professional development in intercultural competence, support for decolonial teaching practices, and sustained relationship-building with Indigenous and multicultural communities. This leadership approach not only responds to the TRC’s Calls to Action but also advances equity, diversity, and belonging within educational systems.
