This chapter features leadership practices sourced from more than 25 Māori (Indigenous) and non-Māori women in Aotearoa New Zealand (NZ) who are leaders of schools where Māori-based best practices benefit Māori and other systemically underserved students (e.g., children in poverty, Pasifika [i.e., Samoan, Fijian, Cook Island, Tongan] descent). This study, by Auckland-based scholars of North American, Indigenous, and international descent (Māori, Latino, African American/American Indian [Choctaw], and East Indian immigrant) examines the expression of Applied Critical Leadership (ACL) in women leaders participating in Te Ara Hou or The Māori Achievement Collaboratives (MACS), an initiative aimed at challenging status quo leadership practices, which result in persistent inequitable educational outcomes for Māori learners. Based on an analysis of data, women leaders demonstrated leadership that mirrored and exemplified leadership practices suggested in ACL research. Qualitative stories evidenced from women leaders in MACS provided exemplars of authentic and appropriate pathways for implementing effective leadership practices aimed at promoting whānau (family), iwi (tribe), and hapū (subtribe) engagement, context-specific pedagogy, tikanga (cultural protocols), and whanaungatanga (relationships) within mainstream school contexts. These findings affirm and validate research on the benefits of critical and culturally appropriate leadership around the world in a number of diverse contexts.
Santamaría, L., Santamaría, A., Webber, M. and Jayavant, S. (2016), "
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