Tauhivā ako: Engaging Indigenous relationality in school leadership

‘Emeline  Tu’imana

doi:10.24135/ethnographic-edge.v5i2.253

‘Emeline Tu’imana

DOI: https://doi.org/10.24135/ethnographic-edge.v5i2.253

Abstract

My article privilege Indigenous relationality within the context of school leadership in Aotearoa. The Pacific concepts of vā, tauhivā and vātamaki are engaged as cultural alternatives to shifting the school system in Aotearoa. School leaders who engage cultural relational approaches in their practice are responsive to raising student outcomes for all students. In order to shift systems of domination and oppression, we must look within the source of Indigenous knowledge systems for solutions and strength to advance Indigenous concerns. My article is a personal and tauhivā reflection of a Tongan school leader who constantly navigates harmonious and disharmonious relations in their practice. It may be useful in thinking about how a cultural approach to leadership through relationality can enhance the theoretical and practical application of leadership practice in schools.

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