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Samoan P rincipals in Aotearoa New Zealand Schools: Cultural model of leadership

Samoan P rincipals in Aotearoa New Zealand Schools: Cultural model of leadership. Leasiosiofa’asisina Max Galu AUT Manukau ReSEARCH Symposium 22 November 2012. Proposal.

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Samoan P rincipals in Aotearoa New Zealand Schools: Cultural model of leadership

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  1. Samoan Principals in Aotearoa New Zealand Schools: Cultural model of leadership Leasiosiofa’asisina Max Galu AUT Manukau ReSEARCH Symposium 22 November 2012

  2. Proposal This research will explore how culture and traditional Samoan leadership concepts shape the relationships and practices of Samoan school Principals in Aotearoa, New Zealand.

  3. Matai: Ali’i - Tulafale “O le ala ile pule o le tautua” sulimoniagape fa’aloalolll T a u t u a v A l o f a ā F a’a a l o a l o

  4. Rationale and Justification The need to build significant Pasifika leaders in schools who have cultural understanding and can engage with students and community. An equity issue There is very little literature that focuses on Samoan/Pasifika school leaders especially in New Zealand

  5. Methodology and Research design Qualitative approach-philosophically appropriate. “Allows multiple realities to be captured and each ‘voice’ to be heard” (Sanga, 2004; p.48). According to Vaioleti (2006)Talanoa are narrative forms and types of ‘Pasifikatalk or dialogue’ which underpin the traditional discussions that would occur in aiga or mataifonos. Whilst it is similar in approach to narrative research, Talanoa is different in the sense that participants in a Talanoa group will provide a challenge or legitimation to one anothers stories and shared information (Vaioleti, 2006).

  6. Research Questions What do you think are the qualities of a leader? Are these Pacific or Samoan qualities? How did their Samoan culture beliefs and practices impact on their leadership role as school principal? How do these principals understand their position – role, influence, affect? What have been the characteristics of their experience as they progress through the system? How did they reflect upon, integrate, their experience into their way of thinking?

  7. Recruitment The ethnic criterion is that all participants are of Samoan descent Through personal networks and inconsultation with the Pasifika Principals Association first to discuss and outline what my proposed research is about Recruitment will be by invitation Recruitment is for up to eight school principals (primary / secondary)

  8. Method • Interview up to eight Principals by talanoa method, ensuring the integrity of their stories • Talanoa: I must not interrupt - I will outline all that I want, especially the main foci and then let them talk. • Talanoa will be recorded, transcribed, sent back for comment. • Afinal copy of their story will be given back to them. • Analysis by themes

  9. Caution-we are not homogenous! ‘Samoan’ includes: born in their island of origin Born in New Zealand Significant Differences relate to: gender role intergenerational social class Educational attainment and so on (Coxon & Mara, 2000; p.157).

  10. Contribution to Knowledge • A contribution to the gap in the literature concerning Samoan/Pasifika/minority Principals. • Potential contribution in the form of discussion of Samoan concepts and principles relevant to education. • Contribution to international literature on migrant communities in education.

  11. Ethical consideration Critical to the undertaking of any research interview with Samoan speaking participants are four factors. The first is fluency in language. The other is an ability to understand what is being conveyed in the context of that world view. The third is the ability to respond to that world view. The fourth consideration is the ability to bridge the two views (Samoan and western) without compromising the first paradigm. (Tamasese, Peteru & Waldegrave, 1997; p.14) Transparency and honesty (Smith, 1999) This study requires ethical approval from AUTEC

  12. References Coxon, E. & Mara, D. (2000). Education policy for pacific nations peoples. In J. Marshall, E. Coxon, K. Jenkins, A. Jones (Eds.), Politics, policy, pedagogy: education in Aotearoa/NewZealand (pp.157-184). Cengage Learning, New Zealand. Sanga, K.F.(2004). Making philosophical sense of indigenous pacific research. In T. Baba, O. Mahina, N. Williams, U. Nabobo-Baba (Eds.). Researching the Pacific and indigenous peoples: Issues and perspectives (pp. 41-52).Centre for Pacific Studies, University of Auckland. Smith, L.T. (1999). Decolonizing methodologies: Research and indigenous peoples. Dunedin, New Zealand/London, England/New York, NY: Zed Books Ltd/University of Otago Press. Statistics New Zealand and Ministry of Pacific Island Affairs (2010). Education and Pacificpeoples in New Zealand. Wellington, New Zealand, Govt. Printers. Tamasese, K., Peteru., & Waldegrave, C. (1997). Ole taeaoafua: the new morning: a qualitativeinvestigation into Samoan perspectives on mental health and culturally appropriate services. Report for the Health Research Council of New Zealand. Wellington: The Family Centre. Vaioleti,T.M. (2006). Talanoa Research Methodology: A developing position on Pacific Research. Waikato Journal of Education. 12, 21-34.

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