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Creating an Equitable and Inclusive Classroom for Māori Students

Creating an Equitable and Inclusive Classroom for Māori Students. The Current Situation.

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Creating an Equitable and Inclusive Classroom for Māori Students

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  1. Creating an Equitable and Inclusive Classroom for Māori Students

  2. The Current Situation • According to the Ministry of Education (1993), “All young people in New Zealand have the right to gain, through a state schooling system, a broad, balanced education that prepares them for effective participation in society.” • However, currently within secondary schools there is a ‘power asymmetry’(Simon, J., 1992). • Pakeha values, beliefs and systems are regarded as normal, with the pervading assumption of superiority. Whereas, Maoritanga is currently only selectively used. (Connell, S., 1989) • Even though teachers want all their students, including Maori, to do well, many do not understand the important role culture plays in a student’s learning. (Jill Bevan-Brown, 2003 p 1). • Male and female Maori students are consistently over-represented in early school leaver statistics and underachieving in NCEA.(got to check this one)

  3. What the data tells us.

  4. The key issue • Our current education system does not ensure equitable outcomes for Māori students (Bell & Carpenter, 1994). • As a cohort, they consistently under-perform the norm (Bishop et al. 2007).

  5. Equality of Opportunity versus Equity • Equality of opportunity involves treating every student the same in terms of providing them an ‘opportunity’ to be educated whereas equity is about treating every student based on their individual need so that they have an equal chance of achieving the same outcome (Ball, 1994). • Therefore to make Equal Opportunity = Equity, we need to provide a multi-curricula, multi-pedagogical educational system whereby the classroom system is individually tailored to each student to achieve the “best” outcome for each student according to that individual student’s needs (Bridges, 2009).

  6. What if ...? • For those of you who are still not sure that we should be concerned with equity consider what position you would be in if the TangataWhenua were in the majority group today? In terms of: • Language used • Curriculum • Teaching styles • Culture

  7. What does an Equitable and Inclusive Classroom look like? • In general we would see: • A • B • c

  8. The Māori Cultural Perspective • Rangatiratanga • TaongaTukuIko • Ako • Kia pikiakeingāraruraru o tekainga • Whanau • Kaupapa • NOTE: One slide each to explain each item above

  9. Rangatiratanga

  10. TaongaTukuIko

  11. Ako

  12. Kia pikiakeingāraruraru o tekainga

  13. Whanau • Maori parents and whanau are interested in their children’s education and want to be actively involved. • This community is frustrated about the lack of cultural equity in classrooms • Maori are sometimes hesitant to approach schools to enquire about making changes. This stems from personal negative experiences of school. • However, Maori do want more say in education • A need has been recognised for more parental and teacher support, and open communication. (Ministry of Education, 1998)

  14. Kaupapa

  15. What recent research has shown. • Te Kōtahitanga and others: What these programs have shown is that if we as teachers: • have the right attitudes and beliefs, • if we take the time to find out the specific needs of the cohort we are targeting and • if we address these needs well within the context of our educational system, we can achieve impressive positive results with this cohort.

  16. High Level Summary of Key Success Strategies • Manaakitanga - • Mana Motuhake - • NgāWhakapiringatanga – • Wāngana - • Ako - • Kōtahitanga – • NOTE:one page for each of these as well and any others we identify

  17. Manaakitanga

  18. Mana Motuhake

  19. NgāWhakapiringatanga

  20. Wāngana

  21. Ako

  22. Kōtahitanga

  23. Key Stakeholders and Their Contribution

  24. Characteristics of Successful Teachers • Attitude, beliefs and empathy • Etc.

  25. How to Make Inclusive and Equitable Schools a Reality for Māori students?

  26. What Schools need to do.

  27. Concluding Points

  28. Works Cited • Ministry of Maori Development/Te PuniKokiri, Making Education work for Maori/Te WhakamahiiteMatauranga mo teiwi Maori: Report on Consultation (July 1998) • Bevan-Brown, J., The Cultural Self Review, (2003) New Zealand Council for Educational Research, Wellington. • Connell, S., Beyond Guilt. (1989) Wellington: Radio New Zealand. • Simon, J., ‘Good intentions, but...’ In Quest Rapuara (Ed.), Cultural identity: A resource for educators (p39-43).(1992) Wellington: Quest Rapuara

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