Abstract
The productivity of “ignorance” in cross-cultural relationships is explored via the narratives of three European high school principals from New Zealand and their engagement with Indigenous Māori. Whilst their leadership practices embodied a “knowing” stance in support of Māori educational aspirations, it is argued that their ability to lead from a place of ignorance or “not knowing” was pivotal for developing respectful and responsible relationships with culturally different others. Their narratives are considered in the light of philosopher Emmanuel Levinas's ideas, specifically his concept of our ethical responsibility for the unknowable Other.
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