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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: [email protected].
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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
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Copyright
Copyright © The Author(s) 2016 

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