Navigating the XXX Path: Setting the Course

• In Event: Roundtable Session 13
  In Roundtable Session: Navigating Educational Equity and Excellence in Aotearoa–New Zealand

Abstract

In this paper, we briefly describe the context of secondary schooling in Aotearoa-New Zealand along with the history of the XXX project. We identify the major aims, and overall research and development design across different phases, in order to provide the context for a more detailed presentation of each of the following papers which cover different dimensions of project implementation and specific findings.

The XXX project was established in 2005 as a Partnership for Excellence between the University of XXX and the New Zealand Government. The project’s brief was to identify barriers to achievement in high schools that serve high poverty communities, particularly amongst Maori and Pacific Island students, and to work in partnership with participating schools to develop strategies and tools that would assist in improving students’ opportunities to enroll and succeed in degree-level education. The project started with five original pilot schools and eventually worked with 39 low-mid decile secondary schools in Auckland and Northland in the North Island. There were over 18,000 students enrolled in these schools, stretching from Kaitaia to Drury.

The research and development design was developed in partnership with participating high schools and refined through several iterations and phases. Strict ethical review procedures were followed for all aspects and phases of the project, including ensuring informed consent and avoidance of harm. Since 2005 the project developed an evidence-based programme that focused on:
• Establishing quality longitudinal data and student information systems that were used to set achievement targets for individual and groups of students;
• Providing academic counselling to help students understand the path they need to follow to fulfill their educational goals and enabled them to chart their progress;
• Bringing together student, parents, whanau (families) as partners in the discussion about educational goals and progress.

Phase 2 of the project introduced a focus on literacy across the curriculum and improving middle and senior leadership to support the work of change within schools. This presentation will explore the process of collaborative inquiry and in particular “balancing rigour and relevance” (Kane, Lloyd, McCluskey, Riddell, Stead & Weedon, 2008, p. 99) within research partnerships with school communities. In doing so, we critically reflect on the contribution of partnership work to public scholarship in the social context of education. There is a need to illuminate both enablers and inhibitors to change, which influence Maori and Pacific Island student’s ability to gain entry into and succeed within degree-level study.

Author

• Cynthia Alcyion Kiro, The University of Auckland