Andrés P. Santamaría

Applied critical leadership in education : choosing change

List of Figures and Tables Preface Acknowledgements 1. Introduction Part I: Early Childhood Education and Elementary School Settings 2. Leadership Responsive to Early Childhood Education: Not the Least of These 3. Principal Leadership in an Underperforming Elementary School: The Titanic Syndrome 4. Applied Critical Leadership for Native Education in Mainstream Schools and Districts: Leading by Example Part II: Middle and Secondary School Settings 5. Middle and High School Applications of Critical Leadership: Voices from the Fringe 6. Applied Critical Leadership in Secondary Education: Teacher Leadership for Change 7. Secondary School Leadership for Social Justice and Equity: The Way Eyes See It Part III: Higher Education Settings 8. Applied Critical Leadership in Higher Education: From the Directors Chair of Student Affairs 9. Academic Affairs and Higher Education: Applied Critical Leadership in the Ivory Tower Part IV: Conclusion 10. The Case for Applied Critical Leadership in Pre-Kindergarten through Higher Education Appendix

One against the grain: Re-imagining the face of school leadership in Aotearoa New Zealand

Purpose The purpose of this paper is to reframe transformative and culturally sustaining leadership for a diverse global society by addressing the need for educational systems to better serve people of color, situated in the urban Auckland area of Aotearoa New Zealand (NZ), who have been marginalized by the societies to which they immigrate. Design/methodology/approach Grounded in an applied critical theoretical framework, this qualitative inquiry uses raw auto-ethnographical data gleaned from a case study featuring the voice of Deva, a Malaysian Punjabi woman educator, who is also an aspiring school leader. In aspects of her auto-ethnography, she candidly shares experiences of racism, discrimination, and oppression germane to her professional educational experiences in Aotearoa NZ. Findings Findings inform practice and policy to foster more inclusive school improvement in a bicultural and increasingly multicultural context that has historically recognized Maori (indigenous to Aotearoa NZ), Pakeha (of European descent), and Pacific Islander (e.g. Samoa, Tonga, Fiji, Niue, Cook Islands) achievement in a national context. Global and international implications are included. Originality/value This contribution presents a unique perspective showcasing Deva’s direct experiences with acknowledgment of and professional positioning around Te Tiriti o Waitangi – The Treaty of Waitangi, the principles of which are now being applied not only to the rights of Maori and Pakeha, but also Pacific Islander and immigrants to the country.

Te Ara Hou – The Māori Achievement Collaboratives (MACS): Revolutionizing Indigenous Student Learning through Women’s Educational Leadership in Aotearoa New Zealand

Abstract 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.