Conceptualising culturally nourishing school leadership

School leadership has been recognised as central to the success of projects which seek to improve educational outcomes of Aboriginal and/or Torres Strait Islander students (Trimmer, K., R. Dixon, and J. Guenther. 2021. "School Leadership and Aboriginal Student Outcomes: Systematic Review." Asia-Pacific Journal of Teacher Education 49 (1): 20–36). Nevertheless, in the Australian context, leadership models that extend beyond the traditional western bureaucracy and/or management practices are rare. This paper builds on existing literature on the theme of leadership in schools with significant enrolments of Aboriginal students, by theorising the leadership practices required for the long-term sustainability and success of the Culturally Nourishing Schooling project (CNS). The paper engages with the theory of practice architectures (TPA) (Kemmis, S., J. Wilkinson, C. Edwards-Groves, I. Hardy, P. Grootenboer, and L. Bristol. 2014. Changing Practices, Changing Education. Netherlands: Springer Singapore) to consider elements that enable and/or constrain leadership practices. We argue that culturally nourishing schooling practices represent an opportunity for schools and systems to reimagine a relationally responsive approach to school leadership within the broader context of Community and Country.