An Ontological Perspective on the Development of Home-School Partnership Relationships with Indigenous Communities

Autor/inn/en	Hindle, Rawiri; Hynds, Anne; Averill, Robin; Meyer, Luanna; Faircloth, Susan
Titel	An Ontological Perspective on the Development of Home-School Partnership Relationships with Indigenous Communities
Quelle	In: Australian Journal of Indigenous Education, 46 (2017) 1, S.92-103 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Indigenous Populations; School Community Relationship; Partnerships in Education; Focus Groups; Interviews; Culturally Relevant Education; Leadership Styles; Secondary School Students; Intervention; Leadership Training; Performance Factors; Parent Attitudes; Student Attitudes; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Sinti und Roma; Hochschulpartnerschaft; Interviewing; Interviewtechnik; Führungsstil; Sekundarschüler; Führungslehre; Leistungsindikator; Elternverhalten; Schülerverhalten; Ausland; Neuseeland
Abstract	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 Maori students and their whanau/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 Maori students to achieve and enjoy educational success as Maori. 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01