Accepted version, 288.7Kb
Berryman, M., Egan, M., & Ford, T. (2016). Examining the potential of critical and Kaupapa Māori approaches to leading education reform in New Zealand’s English-medium secondary schools. International Journal of Leadership in Education, 1–14. https://doi.org/10.1080/13603124.2016.1206973
Permanent Research Commons link: https://hdl.handle.net/10289/12404
This paper discusses expectations, policies and practices that currently underpin education within the New Zealand context. It acknowledges the ongoing failure of this policy framework to positively influence reform for Indigenous Māori students in regular, state-funded schools and highlights the need for extensive change in the positioning and expectations of educators if Māori learners are to realize their true potential. The paper then considers leadership models to reimagine and lead a transformative educational reform that aims to include the aspirations and contributions of all members of the school’s communities, especially those who have historically been marginalized. Finally it considers the implications of this model for international application.
Taylor & Francis (Routledge)
This is an author’s accepted version of an article published in the journal: International Journal of Leadership in Education. © 2016 Informa UK Limited, trading as Taylor & Francis Group.
- Education Papers