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As the founding document of this country the Treaty of Waitangi can provide all New Zealanders, especially those seeking equity, with clear guidance and support to reflect the three Treaty principles of partnership, protection, and participation in their workplace. The principle of partnership is about responding to issues of power sharing and decision making. The principle of protection is about acknowledging and valuing indigenous knowledge and pedagogical values. Participation is the principle that provides individuals and groups with equity of access to resources and services. This paper examines how a mainstream school principal supported by a Mäori elder undertook hui whakatika procedures with teachers and family, rather than standing down or suspending a group of boys. Thus, both the Treaty of Waitangi and indigenous knowledge—specifically, Mäori knowledge—was used to inform a process of working together to claim equity for Mäori. Before examining this particular case, we consider the relevance to it of Mäori knowledge systems, in particular Durie’s (2006) contemplation of understanding others, in the context of pöwhiri and the marae ätea.

Effective bicultural leadership: A way to restore harmony at school and avoid suspension