@article{hindle_hynds_averill_meyer_faircloth_2017, title={An Ontological Perspective on the Development of Home-School Partnership Relationships with Indigenous Communities}, volume={46}, ISSN={["2049-7784"]}, DOI={10.1017/jie.2016.16}, abstractNote={We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) — community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development of culturally responsive leadership in 84 secondary schools. The aim of the leadership intervention was to improve school practices and enable Indigenous Māori students to achieve and enjoy educational success as Māori. Reanalysis of interview material revealed categories related to relational being that highlight both opportunities and impediments to authentic relationships between schools and communities and the development of culturally responsive leadership. This paper attempts to create a framework in regards to relational ontology within a broader struggle for transformative praxis and to provide direction for further theoretical and practical investigation within schools.}, number={1}, journal={AUSTRALIAN JOURNAL OF INDIGENOUS EDUCATION}, author={Hindle, Rawiri and Hynds, Anne and Averill, Robin and Meyer, Luanna and Faircloth, Susan}, year={2017}, month={Aug}, pages={92–103} }
 @article{faircloth_hynds_jacob_green_thompson_2016, title={Ko wai Au? Who am I? Examining the multiple identities of Maori youth}, volume={29}, ISSN={["1366-5898"]}, DOI={10.1080/09518398.2015.1053158}, abstractNote={In this paper, we present preliminary findings from a unique collaborative research project involving six Deaf Māori rangatahi (youth) in Tāmaki Makaurau (Auckland), Aotearoa New Zealand. This study utilized kaupapa whānau (research family) protocols, established in consultation with two cultural advisory groups within New Zealand and the young people themselves, combined with elements of photovoice methodology, to explore the identities of these youth. Emerging findings highlight the complex nature of these youth’s cultural identity as well as specific issues related to access to and participation within te ao Māori (the Māori world). Specific and critical reflections on the research process are also included.}, number={3}, journal={INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION}, author={Faircloth, Susan C. and Hynds, Anne and Jacob, Helen and Green, Clint and Thompson, Patrick}, year={2016}, month={Mar}, pages={359–380} }
 @book{bass_faircloth_vargas_wahnee_waukau_2013, title={Building bridges from high poverty communities, to schools, to productive citizenship: A holistic approach to addressing poverty through exceptional educational leadership}, DOI={10.3726/978-1-4539-1109-9}, publisher={New York: Peter Lang}, author={Bass, L. and Faircloth, S. C. and Vargas, J. G. and Wahnee, R. and Waukau, W.}, year={2013} }
 @article{faircloth_tippeconnic_2013, title={Leadership in Indigenous Education: Challenges and Opportunities for Change Editorial Introduction}, volume={119}, ISSN={["1549-6511"]}, DOI={10.1086/671017}, abstractNote={This special issue of the American Journal of Education was originally conceived in commemoration of the 40th anniversary of the American Indian Leadership Program (AILP) at The Pennsylvania State University. Since 1970, the AILP has graduated more than 220 American Indian and Alaska Native students who have earned their master’s or doctoral degrees in educational administration and educational leadership. The AILP grew out of the tribal selfdetermination movement of the 1960s. During this era, there was increased awareness of the need for Indigenous leaders in schools and educational organizations serving Indigenous students in the United States (e.g., Lynch and Charleston 1990). This need for Indigenous leadership was fueled in large part by ongoing trends of low academic achievement and associated measures of social, economic, and physical well-being for Indigenous students postgraduation. In spite of efforts to increase the number of Indigenous school leaders and to wrest control of Indian education from the hands of non-}, number={4}, journal={AMERICAN JOURNAL OF EDUCATION}, author={Faircloth, Susan C. and Tippeconnic, John W., III}, year={2013}, month={Aug}, pages={481–486} }
 @article{frick_faircloth_little_2013, title={Responding to the Collective and Individual "Best Interests of Students": Revisiting the Tension Between Administrative Practice and Ethical Imperatives in Special Education Leadership}, volume={49}, ISSN={["0013-161X"]}, DOI={10.1177/0013161x12463230}, abstractNote={Purpose: Given the increasing role of the principal in the administrative and supervision of special education programs and services, this research examines how elementary principals interpret their experience of leadership decision making as a moral activity in relation to the Ethic of the Profession and Model for Students’ Best Interests. Method: A phenomenological-like research method was used to capture administrators’ perspectives involving moral practice and ethical decision making as it relates to students with disabilities. The primary data collection strategy was participant interviews by means of purposeful sampling. Findings: Findings challenge the Ethic of the Profession’s injunction, “the best interests of the student,” as a central guiding moral principle in decision making. Evidence exists that the expression does hold some insight as a maxim to guide behavior, especially when principals decide for one student against all or most students within special education contexts. Theoretical Implications: Participants indicated a distinction and clear difference between the best interests of one student and the best interests of students as a group. Participants viewed the work of deciding and acting in the best interests of the student body as being qualitatively different than working and acting in the best interests of individual students. Practical Value: Dynamic ethical thinking expressed by most school leaders in this study involved a thick and rich combination of rule referencing; maximizing benefit and promoting nonmoral good; assessing one’s character, motivation, and disposition and responding with empathy and personal investment; being reflective; and maintaining an open posture. Classification: This is a work of empirical research.}, number={2}, journal={EDUCATIONAL ADMINISTRATION QUARTERLY}, author={Frick, William C. and Faircloth, Susan C. and Little, Karen S.}, year={2013}, month={Apr}, pages={207–242} }