ABSTRACT
This chapter examines LatCrit, Tribal Crit, and Asian Crit theories in educational leadership. More specifically, the research question shows: How can LatCrit, Tribal Crit, and Asian Crit theories inform organizational theory and, in turn, how can these theories contribute to the leadership of socially just schools? LatCrit, Tribal Crit, and Asian Crit Theory offer theoretical implications beyond traditional organizational theories of leadership, change, and decision-making. These theoretical implications apply across leadership, change, and decision-making, and include considering how theories associated with individual identity at the micro-level can reflect back to organizations at the macro-level and the importance of pedagogy. E. Aleman analyzed school finance policy in Texas, relying on Critical Race Theory and LatCrit theory to inform critical policy analysis. A. E. Castagno's Tribal Crit study reiterates the critical importance of culturally relevant pedagogy for preparing Indigenous educators and, in turn, for Indigenous educators to be proficient teachers of culturally relevant pedagogy for Indigenous students.
