Examining the impediments to Indigenous strategy and approaches in mainstream secondary schools. Issue 5 (19th October 2016)

• Record Type: Journal Article
• Authors: Hynds, Anne; Averill, Robin; Penetito, Wally; Meyer, Luanna; Hindle, Rawiri; Faircloth, Susan
• Is Part Of: International journal of leadership in education. Volume 19:Issue 5(2016)
• Page Start: 534
• Page End: 556
• Publication Date: 2016-10-19
• Subjects: Educational leadership -- Periodicals; Education -- Periodicals; 371.2
• DOI: 10.1080/13603124.2015.1051130
• Languages: English
• ISSNs: 1360-3124

Abstract

Abstract : Noted Māori scholar Russell Bishop identified three impediments to developing Indigenous principles and practices in schools within colonized countries. These include confusion about the culture of Indigenous children, uneven programme implementation and issues with measuring student achievement. In this article, we present results from a mixed method -research project that aimed to investigate the development of culturally responsive school leadership in 84 New Zealand secondary schools. Whilst analysed data revealed signs of raised awareness of Māori students and their achievement amongst school leaders, findings also aligned with Bishop's assertions that the main impediments to successful implementation of important Maori principles and practices were symptomatic of a lack of partnership with Indigenous students and their communities.