title: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve

authors: Ford, Therese

subjects: Culture

abstract: Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

text: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

year: 2010

title: He Pikinga Waiora: Supporting Maori health organisations to respond to pre-diabetes

authors: Beaton, Angela

subjects: Science & Technology

abstract: Background
Type 2 Diabetes (T2D) is a common long-term condition affecting the health and wellbeing of New Zealanders; one in every four New Zealanders is pre-diabetic. Māori, the Indigenous people of New Zealand, are at an increased risk of developing pre-diabetes and T2D and there are significant inequities between Māori and non-Māori for T2D complications. The purpose of this study was to explore the questions of how the strengths of Māori heath organisations may be leveraged, and how the barriers and constraints experienced by Māori health organisations may be negotiated, for the benefit of Māori; and from a systems perspective, to identify strategic opportunities that may be considered and applied by Māori health organisations, funders and policy makers to respond more effectively to pre-diabetes and reduce health inequities between Māori and non-Māori.

Methods
Utilising case study methodology, a range of data sources were triangulated including nine semi-structured interviews, documents, and a diabetes system map to identify possible strategic opportunities for key stakeholders to respond more effectively to pre-diabetes.

Results
Key themes and possible actions to improve health outcomes for Māori with pre-diabetes include: (1) Recognising Māori health organisations as conduits for the community voice and influential partners in the community to effect change; (2) Strengthened partnerships with Māori health organisations for community benefit and to support measurable, evidence-based change and service delivery, particularly when Māori knowledge systems are viewed alongside a Western scientific approach; and (3) Intersectoral integration of health and social services to support provision of whānau-centred care and influence the social determinants of health and local environment.
Conclusions
Māori health organisations are important actors in systems seeking to improve outcomes and eliminate health inequities. Support from funders and policy makers will be required to build on the strengths of these organisations and to overcome system challenges. To realise improved health outcomes for Māori, the value placed on whānau and community perspectives not only needs to be acknowledged in the implementation of health interventions, health and social policies and funding arrangements, but performance measures, service design and delivery must evolve to accommodate these perspectives in practice.

text: He Pikinga Waiora: Supporting Maori health organisations to respond to pre-diabetes Background
Type 2 Diabetes (T2D) is a common long-term condition affecting the health and wellbeing of New Zealanders; one in every four New Zealanders is pre-diabetic. Māori, the Indigenous people of New Zealand, are at an increased risk of developing pre-diabetes and T2D and there are significant inequities between Māori and non-Māori for T2D complications. The purpose of this study was to explore the questions of how the strengths of Māori heath organisations may be leveraged, and how the barriers and constraints experienced by Māori health organisations may be negotiated, for the benefit of Māori; and from a systems perspective, to identify strategic opportunities that may be considered and applied by Māori health organisations, funders and policy makers to respond more effectively to pre-diabetes and reduce health inequities between Māori and non-Māori.

Methods
Utilising case study methodology, a range of data sources were triangulated including nine semi-structured interviews, documents, and a diabetes system map to identify possible strategic opportunities for key stakeholders to respond more effectively to pre-diabetes.

Results
Key themes and possible actions to improve health outcomes for Māori with pre-diabetes include: (1) Recognising Māori health organisations as conduits for the community voice and influential partners in the community to effect change; (2) Strengthened partnerships with Māori health organisations for community benefit and to support measurable, evidence-based change and service delivery, particularly when Māori knowledge systems are viewed alongside a Western scientific approach; and (3) Intersectoral integration of health and social services to support provision of whānau-centred care and influence the social determinants of health and local environment.
Conclusions
Māori health organisations are important actors in systems seeking to improve outcomes and eliminate health inequities. Support from funders and policy makers will be required to build on the strengths of these organisations and to overcome system challenges. To realise improved health outcomes for Māori, the value placed on whānau and community perspectives not only needs to be acknowledged in the implementation of health interventions, health and social policies and funding arrangements, but performance measures, service design and delivery must evolve to accommodate these perspectives in practice.

year: 2019

title: Jean Rhys writing back from 'The Other Side, Always'

authors: Walford, Amy

subjects: Jean Rhys

abstract: In her postcolonial masterpiece Wide Sargasso Sea, Jean Rhys declared that ‘There is always the other side, always’. Published in 1966, Wide Sargasso Sea wrote back to Charlotte Brontë’s Jane Eyre by rewriting the character of Bertha Mason. As the mad Creole antagonist trapped in Rochester’s attic, Brontë’s depiction of Bertha was filled with descriptions of savagery and bestial lunacy. Bertha was pushed to the margins of Jane Eyre, completely voiceless within the narrative of her racialised, sexualised madness. Born in Dominica in 1890, Rhys felt a deep sympathy for Brontë’s madwoman from her first reading of Jane Eyre as a child. Her life as a Creole outsider in England strengthened this connection, as Rhys became more and more like Bertha through her own experiences as a similarly isolated, racialised woman, whilst writing Quartet (1928), Voyage in the Dark (1934), and Good Morning, Midnight (1939). In this thesis I argue that Rhys drew from her experiences of marginalisation, precarity and prejudice to illustrate a possible ‘other side’ of the colonial and patriarchal attitudes that formed Brontë’s madwoman, and that she did so long before the 1960s.
Previously, Rhys’s writing back to Brontë has been examined solely within the connections between Wide Sargasso Sea and Jane Eyre. Because of this limited scope of analysis, it is widely thought by academics and Rhys’s biographers that Brontë’s influence upon Rhys began and ended with Wide Sargasso Sea. However, this resistive act of writing back in fact began far sooner than previously recognised. My thesis argues that Rhys began her postcolonial and feminist criticism of Brontë and Brontë’s representation of the West Indies, in her earliest modernist works. 
Analysing a selection of Rhys’s fiction, this thesis reads the Rhysian woman as a modern manifestation of Bertha. Tracing Rhys’s postcolonial inversion of Brontë’s Eurocentric gothic, this thesis also examines the gothic modes and motifs within Rhys’s modernist fiction. The echo of two of Brontë’s other marginalised women, Céline Varens and Ginevra Fanshawe of Jane Eyre and Villette, are also read within Rhys’s female characters. Like Bertha, these minor protagonists closely resembled Rhys’s experiences as a mistress and demi-mondaine, and she was able to rewrite Brontë’s contemptuous representation of Céline and Ginevra with the same lens of sympathy that she applied to the Creole lunatic. With attention to both textual evidence and the author’s contextual experiences, this thesis traces how Rhys was continually motivated and influenced by Brontë’s representations to write back from the ‘other side, always’.

text: Jean Rhys writing back from 'The Other Side, Always' In her postcolonial masterpiece Wide Sargasso Sea, Jean Rhys declared that ‘There is always the other side, always’. Published in 1966, Wide Sargasso Sea wrote back to Charlotte Brontë’s Jane Eyre by rewriting the character of Bertha Mason. As the mad Creole antagonist trapped in Rochester’s attic, Brontë’s depiction of Bertha was filled with descriptions of savagery and bestial lunacy. Bertha was pushed to the margins of Jane Eyre, completely voiceless within the narrative of her racialised, sexualised madness. Born in Dominica in 1890, Rhys felt a deep sympathy for Brontë’s madwoman from her first reading of Jane Eyre as a child. Her life as a Creole outsider in England strengthened this connection, as Rhys became more and more like Bertha through her own experiences as a similarly isolated, racialised woman, whilst writing Quartet (1928), Voyage in the Dark (1934), and Good Morning, Midnight (1939). In this thesis I argue that Rhys drew from her experiences of marginalisation, precarity and prejudice to illustrate a possible ‘other side’ of the colonial and patriarchal attitudes that formed Brontë’s madwoman, and that she did so long before the 1960s.
Previously, Rhys’s writing back to Brontë has been examined solely within the connections between Wide Sargasso Sea and Jane Eyre. Because of this limited scope of analysis, it is widely thought by academics and Rhys’s biographers that Brontë’s influence upon Rhys began and ended with Wide Sargasso Sea. However, this resistive act of writing back in fact began far sooner than previously recognised. My thesis argues that Rhys began her postcolonial and feminist criticism of Brontë and Brontë’s representation of the West Indies, in her earliest modernist works. 
Analysing a selection of Rhys’s fiction, this thesis reads the Rhysian woman as a modern manifestation of Bertha. Tracing Rhys’s postcolonial inversion of Brontë’s Eurocentric gothic, this thesis also examines the gothic modes and motifs within Rhys’s modernist fiction. The echo of two of Brontë’s other marginalised women, Céline Varens and Ginevra Fanshawe of Jane Eyre and Villette, are also read within Rhys’s female characters. Like Bertha, these minor protagonists closely resembled Rhys’s experiences as a mistress and demi-mondaine, and she was able to rewrite Brontë’s contemptuous representation of Céline and Ginevra with the same lens of sympathy that she applied to the Creole lunatic. With attention to both textual evidence and the author’s contextual experiences, this thesis traces how Rhys was continually motivated and influenced by Brontë’s representations to write back from the ‘other side, always’.

year: 2022