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: Site-specific performance rituals in the Anthropocene

authors: Claus, Johanna

abstract: In this creative practice PhD, I investigated site-specific performance rituals in the Anthropocene. Driven by the urge to respond to the challenges of the current time, I examined how different seasonal rituals might be expressed in specific sites in Aotearoa, New Zealand. Furthermore, including participants from diverse cultural backgrounds, and carrying an awareness of the complexities of colonialism, I analysed insights from key ritual experts to enhance my understanding of ritual practices within the specific socio-cultural and environmental context of Aotearoa. Inspired by critical posthumanist philosophies, I viewed ritual practices through a lens that considered the interconnectedness of technology, culture, and nature, moving beyond essentialist and dualistic tendencies. Inspired by (Haraway, 2007) and Braidotti (2019), I embraced a perspective of ‘staying with the trouble’ and ‘radical hope’ as a strategy to inspire commitments to safeguarding life on Earth amid increasing societal divisions, and environmental disasters.
Working at the intersection of various disciplines, I crafted a qualitative research design that embraced multiple ways of knowing through creative practice research. I gathered insights from four ritual experts grounded in mātauranga Māori or neo-Paganism through in-depth interviews, to comprehend multifaceted and culturally sensitive approaches to ritual practices in Aotearoa. Moreover, the creative investigation of four seasonal performance rituals served as the primary mode of inquiry (Niedderer & Roworth-Stokes, 2007; Skains, 2018). The methods used for these rituals included contemporary performance practices, eco-somatic movement, improvisation, site-specific dance, audience participation, and others.
The rich knowledge gained throughout these investigations is conveyed through the documentation of four seasonal rituals, presented in video works alongside this thesis. The findings are articulated in two empirical chapters, one focusing on the findings and analysis of the expert interviews and the other on the findings and analysis of four performance rituals, revealing nuanced and complex insights into the creation of site-specific performance rituals in the Anthropocene. Navigating site-specific performance practices as an immigrant necessitated continuous critical self-reflection on biases and assumptions, leading to intricate explorations of embodiment, identity, culture, nature, and the more-than-human world within a posthuman context. Operating in the liminal space of this tension alongside performer participants, ritual experts, and audience members yielded the articulation of my findings: a ritual score capable of accommodating the complexities of the Anthropocene.

text: Site-specific performance rituals in the Anthropocene In this creative practice PhD, I investigated site-specific performance rituals in the Anthropocene. Driven by the urge to respond to the challenges of the current time, I examined how different seasonal rituals might be expressed in specific sites in Aotearoa, New Zealand. Furthermore, including participants from diverse cultural backgrounds, and carrying an awareness of the complexities of colonialism, I analysed insights from key ritual experts to enhance my understanding of ritual practices within the specific socio-cultural and environmental context of Aotearoa. Inspired by critical posthumanist philosophies, I viewed ritual practices through a lens that considered the interconnectedness of technology, culture, and nature, moving beyond essentialist and dualistic tendencies. Inspired by (Haraway, 2007) and Braidotti (2019), I embraced a perspective of ‘staying with the trouble’ and ‘radical hope’ as a strategy to inspire commitments to safeguarding life on Earth amid increasing societal divisions, and environmental disasters.
Working at the intersection of various disciplines, I crafted a qualitative research design that embraced multiple ways of knowing through creative practice research. I gathered insights from four ritual experts grounded in mātauranga Māori or neo-Paganism through in-depth interviews, to comprehend multifaceted and culturally sensitive approaches to ritual practices in Aotearoa. Moreover, the creative investigation of four seasonal performance rituals served as the primary mode of inquiry (Niedderer & Roworth-Stokes, 2007; Skains, 2018). The methods used for these rituals included contemporary performance practices, eco-somatic movement, improvisation, site-specific dance, audience participation, and others.
The rich knowledge gained throughout these investigations is conveyed through the documentation of four seasonal rituals, presented in video works alongside this thesis. The findings are articulated in two empirical chapters, one focusing on the findings and analysis of the expert interviews and the other on the findings and analysis of four performance rituals, revealing nuanced and complex insights into the creation of site-specific performance rituals in the Anthropocene. Navigating site-specific performance practices as an immigrant necessitated continuous critical self-reflection on biases and assumptions, leading to intricate explorations of embodiment, identity, culture, nature, and the more-than-human world within a posthuman context. Operating in the liminal space of this tension alongside performer participants, ritual experts, and audience members yielded the articulation of my findings: a ritual score capable of accommodating the complexities of the Anthropocene.

year: 2024-05-27

title: The LIDS Research Project: usability study report (1/2002)

authors: Thomson, Kirsten

subjects: computer science

abstract: This report represents the University of Waikato Usability Laboratory’s (Usability Laboratory) analysis of the Large Interactive Display Screen (LIDS) technologies as developed by the LIDS Research Group. 
The Usability Laboratory conducted three exploratory-type studies of the LIDS technology over January and February 2002.  The studies each focused on individual elements of the LIDS technology, while at the same time contributing to the general understanding and knowledge of the technology.

text: The LIDS Research Project: usability study report (1/2002) This report represents the University of Waikato Usability Laboratory’s (Usability Laboratory) analysis of the Large Interactive Display Screen (LIDS) technologies as developed by the LIDS Research Group. 
The Usability Laboratory conducted three exploratory-type studies of the LIDS technology over January and February 2002.  The studies each focused on individual elements of the LIDS technology, while at the same time contributing to the general understanding and knowledge of the technology.

year: 2002-07