ABSTRACT
This chapter combines a classic grounded theory, comparative analysis approach to the analysis of secondary data. The goal of the chapter is to ascertain how, and in what ways, the key characteristics of the Applied Critical Leadership (ACL) approach have been reflected through the actions of leaders and members of six Community Partnerships (CPs), as reported in a process evaluation of six Community Partnerships (CPs). The study findings of CPs in Auckland, New Zealand, demonstrate some of the elements of ACL well, while other elements such as critical race theory (CRT) indicate a need for a greater level of direction and attention in the context of the CPs studied. In New Zealand, the number of students achieving NCEA Level 2 is increasing. However, evidence shows that the ethnic disparity in achievement rates for secondary school students is widening, establishing the need for culturally responsive approaches in teaching and leadership.
