title: The leadership practices of Anglican school leaders in the Solomon Islands: leading for social justice

authors: Memua, James

subjects: social justice leadership

abstract: The political, economic, social, cultural and religious characteristics of the communities shape how school leaders undertake social justice leadership practices. Leading to address injustices which stem from these characteristics can create tensions for school leaders as they seek to serve their communities and lead for educational equity in schools (Bakalevu et al., 2015; Lopez, 2015; Santamaria, 2014, Thaman, 2015). Supporting leaders to lead for social justice requires consideration of the contextual needs and theorising in ways that is cognisant of the cultural context. With literature on leadership for social justice stemming predominantly from Western developed countries with limited attention paid to the Pacific Islands especially Solomon Islands, it is timely to consider ways leadership for social justice is conceived and enacted in these contexts.  
This study was designed to explore how Anglican school leaders lead for social justice in the unique Solomon Islands context. The aim of the study was to examine the values, beliefs and understandings of the school leaders and seek to understand how, these influence their practice in pursuit of educational equity. Qualitative research using talanoa/tok stori, participant observation and document analysis were employed to generate data.  The research used the interpretivist approach and culturally responsive framework Anglican pillars of education, True Religion, Sound Learning, Useful Industry (Anglican Church of Melanesia, 2018) and Thaman’s (1988) Kakala notion with critical theoretical perspectives for data analysis and theory formation. 
Key findings demonstrated that tensions arose for the school leaders when it came to aligning the Anglican values of education with the contextual needs and realities of leading for social justice in their schools. The study also revealed that cultural competence was critical but had both positive and negative aspects when examined more deeply. There were also many challenges involved in leading for social justice leadership undertakings which makes leading for social justice complex. This made some leadership practices normally associated with socially just leadership in other contexts difficult to enact in the Solomon Islands cultural context. Overall, the lack of a cohesive and strategic vision which integrated Church and government policy continues to hinder the work of educational leaders seeking to provide access to holistic and quality education. 
The study has implications for improving the Anglican school leadership practices in the Solomon Islands, and thus, has potential to impact on student achievement and educational success. The thesis argues that leading for social justice in this cultural context can be enhanced through the holistic and bottom up fenua communal leadership model. It can encourage inclusive participation of all stakeholders through shared learning and leading to enhance social justice in the education system using an indigenous communal lens from within the unique Solomon Islands context. The fenua model has the potential for interrogating, initiating and developing educational development processes to be more responsive to the educational needs of students and communities in the Solomon Islands locally, regionally and globally.

text: The leadership practices of Anglican school leaders in the Solomon Islands: leading for social justice The political, economic, social, cultural and religious characteristics of the communities shape how school leaders undertake social justice leadership practices. Leading to address injustices which stem from these characteristics can create tensions for school leaders as they seek to serve their communities and lead for educational equity in schools (Bakalevu et al., 2015; Lopez, 2015; Santamaria, 2014, Thaman, 2015). Supporting leaders to lead for social justice requires consideration of the contextual needs and theorising in ways that is cognisant of the cultural context. With literature on leadership for social justice stemming predominantly from Western developed countries with limited attention paid to the Pacific Islands especially Solomon Islands, it is timely to consider ways leadership for social justice is conceived and enacted in these contexts.  
This study was designed to explore how Anglican school leaders lead for social justice in the unique Solomon Islands context. The aim of the study was to examine the values, beliefs and understandings of the school leaders and seek to understand how, these influence their practice in pursuit of educational equity. Qualitative research using talanoa/tok stori, participant observation and document analysis were employed to generate data.  The research used the interpretivist approach and culturally responsive framework Anglican pillars of education, True Religion, Sound Learning, Useful Industry (Anglican Church of Melanesia, 2018) and Thaman’s (1988) Kakala notion with critical theoretical perspectives for data analysis and theory formation. 
Key findings demonstrated that tensions arose for the school leaders when it came to aligning the Anglican values of education with the contextual needs and realities of leading for social justice in their schools. The study also revealed that cultural competence was critical but had both positive and negative aspects when examined more deeply. There were also many challenges involved in leading for social justice leadership undertakings which makes leading for social justice complex. This made some leadership practices normally associated with socially just leadership in other contexts difficult to enact in the Solomon Islands cultural context. Overall, the lack of a cohesive and strategic vision which integrated Church and government policy continues to hinder the work of educational leaders seeking to provide access to holistic and quality education. 
The study has implications for improving the Anglican school leadership practices in the Solomon Islands, and thus, has potential to impact on student achievement and educational success. The thesis argues that leading for social justice in this cultural context can be enhanced through the holistic and bottom up fenua communal leadership model. It can encourage inclusive participation of all stakeholders through shared learning and leading to enhance social justice in the education system using an indigenous communal lens from within the unique Solomon Islands context. The fenua model has the potential for interrogating, initiating and developing educational development processes to be more responsive to the educational needs of students and communities in the Solomon Islands locally, regionally and globally.

year: 2020

title: Promoting higher levels of reflective writing in student journals

authors: Hume, Anne Christine

subjects: levels of reflective writing

abstract: This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in 'unplanned' informal reflection (reflection-in-action and reflection-on-action) when she witnessed the shallow, often trivial nature of her students' reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students' learning and promote more useful reflection. The impact of these interventions on students' reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers' reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning.

text: Promoting higher levels of reflective writing in student journals This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in 'unplanned' informal reflection (reflection-in-action and reflection-on-action) when she witnessed the shallow, often trivial nature of her students' reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students' learning and promote more useful reflection. The impact of these interventions on students' reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers' reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning.

year: 2009

title: Alternative anthropologies: Kete aronui from the Waikato

authors: McCormack, Fiona

abstract: As three anthropologists working at the University of Waikato in Hamilton, Aotearoa (New Zealand), we experience anthropology in our daily work in the context of our local histories, communities and politics. While many anthropologists are familiar with the critiques of anthropology that play out in the USA or Europe, the narratives and practices of anthropology from places such as New Zealand are less well known. We argue that these local, diverse experiences of anthropology can enlarge our international understandings and imaginations of what anthropology can be, as well as the challenges it may face.

Anthropologists working in New Zealand today face the same plethora of academic pressures as those found in their counterparts in North America, Britain and Europe; pressures instigated by decades of neoliberal reform, managerialism, and the impact of new entrepreneurial and corporate models of universities that shape everyday identities and social relationships (Shore 2010). Similarly, the critique of anthropology as a discipline rooted in colonial imperatives and practices, resounds in a society whose imperial history and settler colonial present continues to imprint on educational institutions, pedagogy and research. In New Zealand, no neat historical trajectory marks a path from extractive research, wherein Indigenous knowledge and ways of life are pottled for export to the empire’s core, to one based on mutuality, co-creation and the indigenisation of anthropological knowledge.

text: Alternative anthropologies: Kete aronui from the Waikato As three anthropologists working at the University of Waikato in Hamilton, Aotearoa (New Zealand), we experience anthropology in our daily work in the context of our local histories, communities and politics. While many anthropologists are familiar with the critiques of anthropology that play out in the USA or Europe, the narratives and practices of anthropology from places such as New Zealand are less well known. We argue that these local, diverse experiences of anthropology can enlarge our international understandings and imaginations of what anthropology can be, as well as the challenges it may face.

Anthropologists working in New Zealand today face the same plethora of academic pressures as those found in their counterparts in North America, Britain and Europe; pressures instigated by decades of neoliberal reform, managerialism, and the impact of new entrepreneurial and corporate models of universities that shape everyday identities and social relationships (Shore 2010). Similarly, the critique of anthropology as a discipline rooted in colonial imperatives and practices, resounds in a society whose imperial history and settler colonial present continues to imprint on educational institutions, pedagogy and research. In New Zealand, no neat historical trajectory marks a path from extractive research, wherein Indigenous knowledge and ways of life are pottled for export to the empire’s core, to one based on mutuality, co-creation and the indigenisation of anthropological knowledge.

year: 2025