Examining the potential of critical and Kaupapa Māori approaches to leading education reform in New Zealand’s English-medium secondary schools

Abstract

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.

Notes

1. This treaty mandated the co-existence of two peoples (Māori and colonial settlers); to live together but to maintain who they were as two distinctly different peoples connected through Crown promises of partnership, participation and protection (Articles 1–3). These promises remain unfulfilled and are still being fought over in the courts today.