首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Abstract

This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pāk?hā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpreted in the light of historical trends and events, fresh interpretations of what constitutes biculturalism in this country allow for more nuanced understanding of possibilities for and obstacles to older adult learning/education. Themes from lifelong learning are analysed with special reference to older people’s learning, the consequences of Māori sovereignty on pedagogy and trends identified for older adult education. Two linked case studies of Pākehā and Māori older adult education in a New Zealand university are described to illustrate complexities and tensions in provision in a bicultural context.  相似文献   

2.
In this paper, we present preliminary findings from a unique collaborative research project involving six Deaf Māori rangatahi (youth) in Tāmaki Makaurau (Auckland), Aotearoa New Zealand. This study utilized kaupapa whānau (research family) protocols, established in consultation with two cultural advisory groups within New Zealand and the young people themselves, combined with elements of photovoice methodology, to explore the identities of these youth. Emerging findings highlight the complex nature of these youth’s cultural identity as well as specific issues related to access to and participation within te ao Māori (the Māori world). Specific and critical reflections on the research process are also included.  相似文献   

3.
Higher education confers significant private and social benefits. Māori and Pacific peoples are under-represented within New Zealand universities and have poorer labour market outcomes (e.g., lower wages, under-represented in skilled professions). A New Zealand tertiary education priority is to boost Māori and Pacific success in an effort to improve outcomes for these graduates, their communities and society in general. Using information collected in the Graduate Longitudinal Study New Zealand, we compared Māori and Pacific university graduate outcomes with outcomes of other New Zealand graduates. Data were collected when the participants were in their final year of study (n?=?8719) and two years post-graduation (n?=?6104). Employment outcomes were comparable between Māori, Pacific and other New Zealand graduates at two years post-graduation; however, Māori and Pacific graduates had significantly higher student debt burden and financial strain over time. They were significantly more likely to help others (e.g., family) across a range of situations (e.g., lending money), and reported higher levels of volunteerism compared to their counterparts. Boosting higher education success for Māori and Pacific students has the potential to reduce ethnic inequalities in New Zealand labour market outcomes and may result in significant private benefits for these graduates and social benefits as a result of their contribution to society.  相似文献   

4.
Māori, the indigenous population of New Zealand, are gaining university qualifications in greater numbers. This article describes the history of Māori university graduates, their current situation and the implications for indigenous futures. Section one provides a brief overview of historical policies and practices that, similar to those used on other indigenous populations, resulted in the widespread exclusion of Māori from university education until the 1970s and 1980s. Section two describes findings for Māori university graduates (n?=?626) from the Graduate Longitudinal Study New Zealand (GLSNZ). Results show that nearly half (48.4%) were the first member of their immediate family to attend university. Humanities/education (50.8%) was the most common domain of study followed by commerce (17.7%), science/engineering (15.4%), health sciences (10.9%), law (2.8%) and PhD study (2.4%). More Māori graduates were females (71%). One-third of graduates were parents, and being a parent was associated with a lower likelihood of studying science and engineering compared to those participants without children. The most common areas/fields that participants wished to work in post-graduation were education and training (28.3%), health care and medical (17.4%) and government (11.8%). Despite increases in higher education participation and completion, parity remains an issue. Similar to previous indigenous research findings, Māori are under-represented as graduates (7.1% of the total sample) and in particular as postgraduates (5.8%) considering that Māori constitute 14.9% of the New Zealand population. Contemporary indigenous graduates are critical for indigenous development. Over the next 10 years, the GLSNZ will follow graduates and provide insights into Māori graduate outcomes.  相似文献   

5.
Tertiary institutions aim to provide high quality teaching and learning that meet the academic needs for an increasingly diverse student body including indigenous students. Tātou Tātou is a qualitative research project utilising Kaupapa Ma¯ori research methodology and the Critical Incident Technique interview method to investigate the teaching and learning practices that help or hinder Ma¯ori student success in non-lecture settings within undergraduate health programmes at the University of Auckland. Forty-one interviews were completed from medicine, health sciences, nursing and pharmacy. A total of 1346 critical incidents were identified with 67% helping and 33% hindering Ma¯ori student success. Thirteen sub-themes were grouped into three overarching themes representing potential areas of focus for tertiary institutional undergraduate health programme development: Māori student support services, undergraduate programme, and Ma¯ori student whanaungatanga. Academic success for indigenous students requires multi-faceted, inclusive, culturally responsive and engaging teaching and learning approaches delivered by educators and student support staff.  相似文献   

6.
Abstract

This paper examines the justification for a culturally responsive educational initiative to raise the educational underachievement of Māori students in New Zealand. The initiative is justified by claims that the recognition in the classroom of a student’s cultural identity will lead to the student’s educational achievement. Using an account of a small study of teachers and their beliefs regarding New Zealand’s culturally responsive educational policy Kia Eke Panuku, we argue that such a claim is not established and it is the development of an epistemic identity which is more likely to be the means for Māori to attain educational success.  相似文献   

7.
New Zealand has received world-wide accolades for its Early Childhood Education (ECE) curriculum, Te Whāriki. This paper explores the tension between economic imperialism, and a curriculum acknowledged as visionary. The foundational ideas of Te Whāriki emanate from sociocultural and anti-racist pedagogies. However, its implementation is hampered by the overarching policy discourse of Human Capital Theory (HCT), with its instrumental emphasis on economic outcomes. While Te Whāriki offers local cultural and educational possibilities, HCT is presented by those espousing economic disciplines, as having universal application. These tensions, largely unacknowledged and unexplored, place ECE teachers in positions of difficulty. While trying to meet aspirational curriculum goals in their daily practices, teachers’ attempts are constrained by supranational economic discourses. I ask how Edward Said’s (1999, Out of place: A memoir, New York, Knopf) concept of contrapuntal readings can offer spaces for resistance to the dominance of economics.  相似文献   

8.
Approaches to achieving and managing equity for Māori 1 1. Indigenous people of Aotearoa/New Zealand. and Pasifika 2 2. Used collectively to refer to the people or students from the islands of the Pacific who have identified as coming from, or having their ethnicity originate from, there; used in Statistics New Zealand Census reports. tertiary students differ among the eight universities in Aotearoa 3 3. Māori word for New Zealand. /New Zealand. Achieving equity in educational attainment for Māori and Pasifika tertiary students is stated as a key objective in nearly all of the universities’ mission statements or charters, and equity committees have been set up to ensure equitable outcomes. These committees are generally made up of junior academic or administrative staff members. In contrast, managing the university's equity plan is the role of those in senior academic positions within the university. This article investigates the perspectives of six equity leaders at an urban university in one of the country's largest cities on the objectives and characteristics of equity committees and the influence of the dominant paradigm in achieving equity.  相似文献   

9.
Between 1961 and 1984 the renowned New Zealand writer, Margaret Mahy, wrote over seventy-five pieces for the School Journal (a graded reading book provided free to New Zealand primary schools since its inception in 1907). It was a liberal humanist period in New Zealand education during which the 1940s’ and 1950s’ rolling reforms implemented by Clarence Beeby had had time to settle, and John Dewey’s progressive system, influenced by ideas associated with European romanticism, had taken hold. With a new appreciation of nationhood and the arts, School Publications sought to publish material that was not only instructional, but also of high literary quality, by reputable New Zealand authors such as Margaret Mahy. Indeed, the School Journal provided Mahy not only with an opportunity to publish her vividly imagined poetry and prose, but also with the additional challenge of writing for an audience of Māori and Pākehā primary school children who needed to learn to read. This article considers ways in which Mahy’s Journal work reflected (or did not reflect) the spirit of the times.  相似文献   

10.
This paper draws on the idea of neo-tribal capitalism to argue that in New Zealand educational disadvantage is typically understood through the lens of ethnicity and that policy-makers appear blind to disadvantage that is related to socio-economic status. A clear expression of this gap is the fact that while New Zealand has strategies to lift the achievement of Māori and Pasifika school students (many of whom come from relatively poor backgrounds), there is no strategy to lift the achievement of European/Pākehā students from similar backgrounds. Drawing official statistics, this paper argues that a significant proportion of those who do not succeed in New Zealand’s education are Europeans/Pākehās from poor socio-economic backgrounds.  相似文献   

11.
Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. As teacher educators in Aotearoa New Zealand, we continually seek to enhance our practices to ensure that Māori cultural values, pedagogies, and epistemologies inform all aspects of our teacher education curricula and support Māori educational aspirations. In this article we describe a preservice teacher education program co-constructed with our local Māori community that foregrounds Māori cultural knowledge. We focus particularly on two signature features of the program, a co-constructed framework for teacher growth and development and community-based learning experiences, highlighting the ways that these features engage preservice teachers in learning through Māori epistemological perspectives and pedagogies. We conclude by reflecting on the generative nature of engaging community expertise and knowledge to create contextually meaningful learning experiences for preservice teachers that support their development as culturally responsive teachers.  相似文献   

12.
This paper considers the question: What constitutes an optimal learning environment for Māori learners in foundation programmes? Using Kaupapa Māori methodology, nearly 100 adult Māori (Indigenous) students in Aotearoa/New Zealand were interviewed from a range of tertiary providers of foundation programmes. State-funded foundation programmes that scaffold adults into tertiary education are a partial response to Ministry of Education concerns about unsatisfactory high school statistics for some sections of the community. Connecting with Māori voices enabled the researchers to gain a deeper awareness of the reality of study experiences for these adult learners. It is argued that academic participation and success for adult Māori learners is increased when the learning and teaching environment mirrors the connectedness and belonging of a whānau (family) environment.  相似文献   

13.
This study investigates what teaching practices in the ‘non-lecture context of a foundation programme' help or hinder Māori and Pasifika students' success in a New Zealand university. This two-year qualitative project used Kaupapa Māori and Pasifika Research (KM/PR) methodologies conducted in three phases: (1) needs analysis, (2) intervention and (3) evaluation. Twenty-eight Māori or Pasifika students were interviewed using the Critical Incident Technique identifying 798 incidents grouped into four themes for institutional development: (I) use effective practices for teaching and learning, (II) grow independent learners, (III) support the empowerment of the learner and (IV) harness the positive cohort effect. Initially, students reported that intensive support provided by the foundation programme was not preparing students well for success in degree-level study. Following interventions of institutionally-led changes, students reported better preparation for ongoing study. The overall learning environment and provision of Māori and Pasifika academic and pastoral support were important factors for success.  相似文献   

14.
This paper reports on an initial teacher education programme that has been designed to facilitate and support Māori student teachers in New Zealand. This paper highlights the ambiguity in New Zealand on the theoretical foundation of initial teacher education. Therefore a background on transformative praxis and how it has impacted on the education system of New Zealand is first presented. Then the tauira’s (student teacher’s) narrative is presented which has been informed by two years of a Te Ao Māori (Māori worldview) programme. The programme was built upon critical theory to facilitate transformative praxis in student teachers. Specifically, this narrative was a vehicle for how her own past in mainstream education and the programme has impacted upon how she sees teaching and being the teacher. The paper highlights the positive impact a culturally responsive programme can have on the self‐efficacy of marginalised members of society.  相似文献   

15.
Being victims of racial prejudice, religious intolerance, poverty, disempowerment and language loss it could be expected that indigenous people would be supportive of the Inclusion Movement with its philosophy of valuing and acceptance of all people. This supposition is examined for Māori, the indigenous people of Aotearoa/New Zealand. In particular, three research studies investigating Māori perspectives of intellectual disability, blindness and vision impairment, and autism spectrum disorder (ASD) are examined for evidence of inclusive and exclusive attitudes and practices. Findings show that while Māori participants’ opinions varied, people with intellectual disabilities, ASD, blindness and vision impairment were generally valued family members and many examples of inclusive attitudes and practices were shared. Core Māori values support Inclusion. It is proposed that incorporating these values into education and disability services will not only result in more culturally appropriate provisions for Māori but will also contribute to the greater inclusion of all disabled people whatever their ethnicity.  相似文献   

16.
This paper discusses expectations, policies and practices that currently underpin education within the New Zealand context. It acknowledges the ongoing failure of this policy framework to positively influence reform for Indigenous Māori students in regular, state-funded schools and highlights the need for extensive change in the positioning and expectations of educators if Māori learners are to realize their true potential. The paper then considers leadership models to reimagine and lead a transformative educational reform that aims to include the aspirations and contributions of all members of the school’s communities, especially those who have historically been marginalized. Finally it considers the implications of this model for international application.  相似文献   

17.
This paper examines tensions between adult literacy policy in Aotearoa New Zealand and the philosophies and mission of one post-school institution, a Wānanga, an institution focused on the education of Māori, Aotearoa New Zealand's indigenous people. It uses policy documents, interview data and complexity thinking to explore the tensions created by a Wānanga's task to navigate between Māori particularism and economic universalism.  相似文献   

18.
Abstract

Bicultural educational policy is part of a much broader ensemble of bicultural policies that were first developed by the Fourth Labour Government elected in 1984. These policies were an acknowledgement of, and response to, the historical injustices suffered by Māori people as a consequence of colonisation. Bicultural education policy is thought to be a means of addressing the ongoing challenge of educational underachievement of Māori students in the compulsory schooling sector. At present, the dominant discourse in New Zealand education frames the educational underachievement of Māori as a problem associated with cultural differences; however, this tends to obscure explanations that focus on socio-economic disparities. This paper shows how the dominant discourse relating to the underachievement of Māori students is established in policy and maintained through various auditing systems, and how this leaves little space for other explanations or solutions. The paper advocates a move away from an either/or approach to the problem of the educational underachievement of Māori and argues for greater critical engagement with bicultural education policy in order to open up space for conversations that address both the cultural and the socio-economic factors which may affect achievement.  相似文献   

19.
Iho/Abstract

The idea of the ‘intercultural hyphen’ is likened to a gap or bridge between ethnic groups, created from the ongoing intertwining of sociopolitical and intellectual histories. This ‘gap or bridge’ wording captures the paradoxical nature of the intercultural space, for which the ‘hyphen’ is a shorthand symbol or sign. There are options on either side to engage or disengage across the intercultural space represented by the hyphen—but how, and with what results? In Aotearoa New Zealand, tensions invoked by the indigenous-settler hyphen are worked through every day in a multitudinous range of real-world scenarios. The purpose of this article is to combine critical Māori readings with critical Pākehā readings to discuss the intercultural hyphen as a theoretical concept in education, showing how Māori and Kaupapa Māori benefit from this concept, and arguing for stronger engagement of critical Māori scholarship in the field of philosophy and theory of education.  相似文献   

20.
The New Zealand education system is recognised internationally for its overall high quality. At the same time, there is a persistent gap in achievement between students in low socio-economic status (SES) schools in which there is an over-representation of Māori and Pasifika students, and students in more affluent communities. In this paper, we present the findings of a study that explored the participation and achievement rates of secondary school students in selected literacy standards, and used classroom observations to record practices and resources used in literacy teaching. Our findings show the extent to which unequal opportunities to learn (OTLs) for Māori and Pasifika and other students from low SES communities exist at the systems level as well as at the level of classroom instructional offerings. We discuss the factors specific to the New Zealand curriculum and assessment systems that contribute to the current situation and suggest possible ways to achieve a more equitable outcome for all students.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号