Hostname: page-component-76fb5796d-vvkck Total loading time: 0 Render date: 2024-04-26T01:14:27.843Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  27 July 2016

Rawiri Hindle ,
Anne Hynds ,
Robin Averill ,
Luanna Meyer  and
Susan Faircloth
Rawiri Hindle*
Affiliation:
Faculty of Education, University of Auckland, Private Bag 92601, Symonds Street, Auckland 1023, New Zealand
Anne Hynds
Affiliation:
Faculty of Education, University of Auckland, Private Bag 92601, Symonds Street, Auckland 1023, New Zealand
Robin Averill
Affiliation:
Faculty of Education, Victoria University of Wellington, PO Box 600, Wellington 6140, New Zealand
Luanna Meyer
Affiliation:
Faculty of Education, Victoria University of Wellington, PO Box 600, Wellington 6140, New Zealand
Susan Faircloth
Affiliation:
Faculty of Education, North Carolina State University, Raleigh NC 27695, USA
*
address for correspondence: Rawiri Hindle, Faculty of Education, University of Auckland, Private Bag 92601, Symonds Street, Auckland 1023, New Zealand. Email: rawiri.hindle@auckland.ac.nz.
Get access

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 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.

Keywords

school community relationshipIndigenous studentsontology
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 46 , Issue 1 , August 2017 , pp. 92 - 103
Check for updates
Copyright
Copyright © The Author(s) 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aikenhead, G.S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1–52.Google Scholar
Aikenhead, G.S., & Jegede, O.J. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36 (3), 269–287.Google Scholar
Akkerman, S.F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81 (2), 132–169.CrossRefGoogle Scholar
Averill, R., Hindle, R., Hynds, A., Meyer, L.H., Penetito, W., Taiwhati, M., . . . Faircloth, S. (2014). “It means everything doesn't it?” Interpretations of Maori students achieving and enjoying educational success ‘as Māori’. SET: Research Information for Teachers, 2, 33–40.Google Scholar
Averill, R., Hynds, A., Hindle, R., & Meyer, L. (2015). Every teacher has to come on board for our Māori students: He wero mō ngā kaiarahi wāhanga ako (The challenge for curriculum leaders). set: Research Information for Teachers, 3, 5–12.Google Scholar
Baquedano-López, P., Alexander, R.A., & Hernández, S.J. (2013). Equity issues in parental and community involvement in schools what teacher educators need to know. Review of Research in Education, 37 (1), 149–182.Google Scholar
Biddulph, F., Biddulph, J., & Biddulph, C. (2003). The complexity of community and family influences on children's achievement in New Zealand: Best evidence synthesis iteration (BES). Wellington, NZ: Ministry of Education.Google Scholar
Bishop, R. (2005). Freeing ourselves from neo-colonial domination in research: A Kaupapa Māori approach to creating knowledge. In Denzin, N.K. & Lincoln, Y.S. (Eds.), Handbook of qualitative research (3rd ed., pp. 109–135). Thousand Oaks, CA: SAGE.Google Scholar
Bishop, R., & Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning. Wellington, NZ: Huia Publishers.Google Scholar
Bishop, R., Berryman, M., Cavanaugh, T., & Teddy, L. (2009). Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teachers and Teaching, 25 (5), 734–742.Google Scholar
Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: The experiences of year 9 and 10 Māori students in mainstream classrooms. Wellington, NZ: Ministry of Education.Google Scholar
Bryk, A.S., Gomez, L.M., Grunow, A., & LeMahieu, P.G. (2015). Learning to improve. How America's schools can get better at getting better. Cambridge MSS: Harvard Education Press.Google Scholar
Dall'Alba, G. (2009). Learning professional ways of being: Ambiguities of becoming. Educational Philosophy and Theory, 41 (1), 34–45.Google Scholar
de Carvalho, M. E. P. (2001). Rethinking family-school relations: A critique of parental involvement in schooling. Mahwah, NJ: Lawrence Erlbaum Associates. Google Scholar
Denzin, N.K., & Lincoln, Y.S. (Eds.), (2011). Handbook of qualitative research (3rd ed.). Thousand Oaks, CA: SAGE.Google Scholar
Durie, M. (2003). Māori educational advancement at the interface between Te Ao Māori and Te Ao Whānui. Hui Taumata Mātauranga Tuatoru. Retrieved February 1, 2016, from https://www.massey.ac.nz/.../Maori%20Achievement%20Anticipating%2.Google Scholar
Epstein, J. (2007). Connections count: Improving family and community involvement in secondary schools. Principal Leadership, 8 (2), 16–22.Google Scholar
Epstein, J.L., Sanders, M.G., & Clark, L.A. (1999). Preparing educators for school family community partnerships. Baltimore, MA: Center for Research on the Education of Students Placed at Risk.Google Scholar
Evans, M.P. (2011). Revisiting emotional geographies: Implications for family engagement and education policy in the United States. Journal of Educational Change, 12, 241–255.Google Scholar
Fitzsimons, P., & Smith, G. (2000). Philosophy and indigenous cultural transformation. Educational Philosophy and Theory, 32 (1), 25–41.Google Scholar
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Columbia: Teachers College Press.Google Scholar
Gegeo, D.W., & Watson-Gegeo, K.A. (2002). Whose knowledge? Epistemological collisions in Solomon Islands community development. The Contemporary Pacific, 14, 377–409.Google Scholar
Giroux, H. (2005). Border crossings: Cultural workers and the politics of education (2nd ed.). New York, NY: Routledge.Google Scholar
Gutiérrez, K.D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture and Activity, 6 (4), 286–303.Google Scholar
Heidegger, M. (1998). Pathmarks. Cambridge, UK: Cambridge University Press.Google Scholar
Heidegger, M. (1999). Ontology–the hermeneutics of facticity. Bloomington, IND: Indiana University Press.Google Scholar
Henderson, A.T., & Mapp, K.L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.Google Scholar
Henry, E., & Pene, H. (2001). Kaupapa Māori: Locating indigenous ontology, epistomology and methodology in the Academy. SAGE, 8 (2), 234–242.Google Scholar
Hindle, R. (2010). The importance of being in arts education. Unpublished MEd thesis. Victoria University of Wellington, New Zealand.Google Scholar
Hindle, R. (2014). Walking the shoreline: Investigating the space between customary and new knowledge. Unpublished PhD thesis proposal. Victoria University of Wellington, New Zealand.Google Scholar
Hindle, R., Hynds, A.S., Phillips, H., & Rameka, L. (2015). Being, flow and knowledge in Māori arts education: Assessing indigenous creativity. The Australian Journal of Indigenous Education, 44, 85–93.Google Scholar
Hynds, A.S. (2007). Navigating the collaborative dynamic: Teachers collaborating across difference. Unpublished PhD thesis. Victoria University of Wellington, New Zealand.Google Scholar
Hynds, A., Meyer, L.H., Penetito, W., Averill, R., Hindle, D.A., Taiwhati, M., . . . Faircloth, S. (2013). Evaluation of He Kākano: Professional development for leaders in secondary schools (2011–2012): Final report. Wellington, NZ: Ministry of Education.Google Scholar
Jansen, A., Herbel-Eisenmann, B., & Smith, J.P. III (2012). Detecting students’ experiences of discontinuities between middle school and high school mathematics programs: Learning during boundary crossing. Mathematical Thinking and Learning, 14 (4), 285–309.CrossRefGoogle Scholar
Jones, A., & Hoskins, T.K. (2015). A mark on paper: The matter of indigenous-settler history. In Taylor, C., & Hughes, C. (Eds.), Posthuman research practices in education (pp. 75--92). London, England: Palgrave Macmillan.Google Scholar
Little, J.W. (1990). Conditions of professional development in secondary schools. The Contexts of Teaching in Secondary Schools: Teachers’ Realities (pp. 187–223). New York, NY: Teachers College Press.Google Scholar
Lortie, D.C. (1975). Schoolteacher: A sociological study (2nd ed.). Chicago, ILL: The University of Chicago Press.Google Scholar
Luft, J.A. (1999). The border crossings of a multicultural science education enthusiast. School Science and Mathematics, 99 (7), 380–388.Google Scholar
Marx, K. (1973). Karl Marx on society and social change. Chicago, ILL: The University of Chicago Press.CrossRefGoogle Scholar
McCarty, T., & Lee, T. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84 (1), 101–124.Google Scholar
Mika, C. (2010). A chance for ontology. Mai Review, 2, 1–3. Retrieved from http://www.review.mai.ac.nz/index.php/MR/article/viewFile/341/480.Google Scholar
Ministry of Education. (2013). Ka Hikitia–accelerating success: The Māori education strategy 2013–2017. Wellington, NZ: Ministry of Education. Retrieved from http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/KaHikitia/KaHikitiaAcceleratingSuccessEnglish.pdf.Google Scholar
Mitchell, N., & Bryan, J. (2007). School-family-community partnerships: Strategies for school counselors working with Caribbean immigrant families. Professional School Counseling, 10 (4), 399–409.Google Scholar
Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31 (2), 132–141. DOI:10.1080/00405849209543534.CrossRefGoogle Scholar
Newman, F., & Holzman, L. (1997). The end of knowing: A new developmental way of learning. London, England: Routledge.Google Scholar
Penetito, W. (2005). Research in Māori education. Unpublished research notes, Victoria University of Wellington, New Zealand.Google Scholar
Royal, T.A.C. (Ed.) (2003). The woven universe: Selected writings of Rev. Māori Marsden. Otaki, NZ: Estate of Rev. Māori Marsden.Google Scholar
Schutz, A. (2007). Home is a prison in the global city: The tragic failure of school based community engagement strategies. Review of Educational Research, 76 (4), 691–743.Google Scholar
Semke, C.A., & Sheridan, S.M. (2012). Family-school connections in rural educational settings: A systematic review of the empirical literature. School Community Journal, 22 (1), 21–47.Google Scholar
Shields, C.M., Bishop, R., & Mazawi, A.E. (2005). Pathologizing practices. New York, NY: Peter Lang.Google Scholar
Smith, L.T. (2005). On tricky ground: Researching the native in the age of uncertainty. In Denzin, N.K. & Lincoln, Y.S. (Eds.), Handbook of qualitative research (3rd ed., pp. 85–108). Thousand Oaks, CA: SAGE.Google Scholar
Tuuta, M., Bradnam, L., Hynds, A., Higgin, J., & Broughton, R. (2004). Evaluation of the Te Kauhua Māori mainstream project. Wellington, NZ: Ministry of Education.Google Scholar
University of Waikato & Te Whare Wānanga o Awanuiārangi. (2010). He Kākano: Te awe o ngā toroa: A school based program for the development of culturally responsive leaders. Waikato, NZ: Authors.Google Scholar