Transforming Intergenerational Inequality of Indigenous Students: New Zealand Secondary Schools

• In Event: 41.062 - Bridging the Differences: Equitable Education Opportunities in Barbados, Ghana, New Zealand, and the United States

Abstract

Objectives
For many, equality and belonging are not realized as education continues to underserve clearly identifiable groups (OECD, 2013). This paper reports results from a study on Kia Eke Panuku, a school reform program aimed at disrupting the historical ramifications of a colonial education system that continues to adversely affect the lives of many Māori students in New Zealand.

Theoretical Framework
Kia Eke Panuku draws on Kaupapa Māori (Smith, 2012) and critical theories (Darder 2012; Friere 1986, 2001; McLaren 2007) to challenge the status quo around knowledge construction, power and privilege. While critical theories have long been acknowledged as a key mechanism to speak back to dominating, universal ways of knowing, that amplify taken-for-granted assumptions about what counts as knowledge and who holds it, Kaupapa Māori theory privileges localized contextual indigenous epistemologies. Combining these two theoretical frameworks provides opportunities to both recognize and value our bi-cultural heritage and shape 21st century contexts for learning. Kia Eke Panuku promotes interdependent praxis aimed at giving life to the government’s Māori education strategy, by supporting teachers to ensure Māori students reach their potentials. The following five dimensions are actualized for accelerated school reform:
• Transformative Leadership
• Evidence-based inquiry
• Culturally responsive and relational learning contexts
• Educationally powerful connections amongst schools, families, tribal groups and Māori organizations
• Literacy, numeracy and Māori language across the curriculum
Closing the gaps between Māori and non-Māori students requires the coherent spread and ownership of these dimensions across the school systems. Working alongside Māori families and tribal groups has been important for schools in this process of realizing the aspirations of Māori communities.

Methods
A mixed-methods approach is employed to present evidence and to explore the experiences of Māori students and their educators in this secondary school reform initiative.

Data sources, evidence, objects, or materials
Quantitative data from Māori students’ and teachers’ survey, observations of teacher behaviors in classrooms, and nationally comparable, student achievement data will be collected, analyzed and presented. In addition, qualitative data will be collected through semi-structured interviews with the school leaders and Māori students to examine the changes they experienced as a result of the reform initiative.

Results
Evidence from classroom observations and surveys show that, as relational and culturally responsive pedagogies become embedded, Māori students experience a greater sense of belonging and improved outcomes. Nationally comparable student achievement data collected for two years from the 93 Kia Eke Panuku involved schools are beginning to improve. In schools where we are building on previous relationships and reform initiatives we see outstanding examples of the gap between Māori and non-Māori students closing. Senior Māori students’ experiences of success, over a wide range of outcomes, stand testament to these results.

Significance
The “achievement gap” between Māori and non-Māori students reflects a wider issue of cultural minoritization that is increasingly common around the globe. This research has important implications for other countries grappling with this same problem. It provides a powerful example of an innovative educational reform that changes practice and policy towards a more socially just education system.

Authors

• Mere Berryman, University of Waikato

• Margaret Egan, University of Waikato

• Therese Dale Ford, The University of Waikato