Maori learners in New Zealand: At risk of being underserved (Deficit…
Maori learners in New Zealand: At risk of being underserved
Improving educational achievement
Te Kotahitanga: Improving educational achievement of Maori students in mainstream schools.
Caring for the classroom & effective learning relationships
Culturally appropriate and responsive contexts used so the student can share who they are and how they understand their world, creates a good place to thrive
Culture in education (Banks, 2006)
Assimilation vs pluralism (education context): Fitting everyone into one system vs catering to all students
Four levels of multiculturalism (3rd and 4th are most effective and inclusive)
1) Contributions approach: celebrates heroes and holidays that relate to the culture.
2) Additive approach: Uses themes that relate to cultures and adds concepts, from the dominant cultures point of view.
3) Transformative approach: Looks at the world from other cultures perspectives
4) Social action approach: Uses student's cultural view points to understand social issues
Cultural responses to learning
Effective teacher profile (Savage et al. 2011)
High implementation: High expectations, share learning, facilitate engagement, open communication
Moderate implementation: Good teacher support, good expectations, students had less ownership over work, sometimes just copying down what the teacher says.
Low implementation: Individual work, little teacher engagements of relationships formed
Supports social and cultural wellbeing including Maori culture language and customs.
Collectivist vs individualistic cultures: reflective of learning styles
Improved health, attendance, motivation, academic performance, self esteem and mental health benefits.
Whakawhanaungatanga and ako: Shared teaching and learning roles in the classroom
Inclusion of Whanau and Maori elders and the use of these world views when relating to science and how the world works
Cultural knowledge of both Maori and Pakeha
Students have their own knowledge, use it
Listening to the student, positive learning relationships, high expectations, cultural support can develop learners confidence and engagement with their education.
Tue Le Va = all relationships are sacred
Good for keeping Maori students in class
Student centred learning: what is important to the student?
Cultural iceberg: what is hidden under the surface of this student's culture and where they are from?
Language and culture can be integrated into all learning
Favouring Pakeha students
Thinking Maori students are not as able sets them up to fail.
Effective teacher profiles and professional development can be implemented to counter this.