An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous Communities
We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) — community relationships that seek to better serve Indigenous students and their communities. We rean...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2016-07-01
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| Series: | The Australian Journal of Indigenous Education |
| Subjects: | |
| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/197 |
| _version_ | 1797963455339167744 |
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| author | Rawiri Hindle Anne Hynds Robin Averill Luanna Meyer Susan Faircloth |
| author_facet | Rawiri Hindle Anne Hynds Robin Averill Luanna Meyer Susan Faircloth |
| author_sort | Rawiri Hindle |
| collection | DOAJ |
| description |
We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) — community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development of culturally responsive leadership in 84 secondary schools. The aim of the leadership intervention was to improve school practices and enable Indigenous Māori students to achieve and enjoy educational success as Māori. Reanalysis of interview material revealed categories related to relational being that highlight both opportunities and impediments to authentic relationships between schools and communities and the development of culturally responsive leadership. This paper attempts to create a framework in regards to relational ontology within a broader struggle for transformative praxis and to provide direction for further theoretical and practical investigation within schools.
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| first_indexed | 2024-04-11T01:28:34Z |
| format | Article |
| id | doaj.art-b8966180aa684d5d8dcc6d8938c9c7d3 |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-04-11T01:28:34Z |
| publishDate | 2016-07-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-b8966180aa684d5d8dcc6d8938c9c7d32023-01-03T10:05:52ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842016-07-0146110.1017/jie.2016.16An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous CommunitiesRawiri Hindle0Anne Hynds1Robin Averill2Luanna Meyer3Susan Faircloth4University of AucklandUniversity of AucklandVictoria University of WellingtonVictoria University of WellingtonNorth Carolina State University We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) — community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development of culturally responsive leadership in 84 secondary schools. The aim of the leadership intervention was to improve school practices and enable Indigenous Māori students to achieve and enjoy educational success as Māori. Reanalysis of interview material revealed categories related to relational being that highlight both opportunities and impediments to authentic relationships between schools and communities and the development of culturally responsive leadership. This paper attempts to create a framework in regards to relational ontology within a broader struggle for transformative praxis and to provide direction for further theoretical and practical investigation within schools. https://ajie.atsis.uq.edu.au/ajie/article/view/197school community relationshipIndigenous studentsontology |
| spellingShingle | Rawiri Hindle Anne Hynds Robin Averill Luanna Meyer Susan Faircloth An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous Communities The Australian Journal of Indigenous Education school community relationship Indigenous students ontology |
| title | An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous Communities |
| title_full | An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous Communities |
| title_fullStr | An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous Communities |
| title_full_unstemmed | An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous Communities |
| title_short | An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous Communities |
| title_sort | ontological perspective on the development of home school partnership relationships with indigenous communities |
| topic | school community relationship Indigenous students ontology |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/197 |
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