Abstract:
The purpose of this research study is to explore how three Pākehā secondary school principals have come to value cross-cultural relationships with Māori; and how their openness to an engagement with Māori has affected their leadership practice. A narrative inquiry strategy has informed the research process using semi-structured interviews to build a slice of each research participants' life story as it pertains to the research focus. All three participants taught in secondary schools throughout the 1980s when the discourse of biculturalism emerged as an influential way of thinking in the education sector and wider New Zealand social and political life. In setting the scene for the participants' stories some of the contours of biculturalism and its effects are explored. Links are also made to three outspoken Pākehā principals from the 1960s through to the 1980s whose words and actions, like those of the participants, have helped shape current discourses about culturally responsive leadership. While the participants' stories have different emphases they share common traits. The participants developed identities as Pākehā over time as a consequence of their engagement with Māori and the discourse of biculturalism, thus contributing to their social justice orientation as educational leaders. In building ethical and responsible relationships with Māori as part of their leadership practice, they had to balance the need to act knowledgeably with an awareness of the dangers of 'knowing it all'. The research highlights the importance for Pākehā teachers, who will be the principals of the future, to have ongoing opportunities to learn about themselves as Pākehā. Respecting difference and cultural boundaries, becoming humble and self-aware, knowing the past but focusing on the future - these are some of the practices indicated by the participants' narratives that could form a basis for Pākehā educational leadership that is responsive to Māori aspirations to enjoy educational success "as Māori".