Transforming Intergenerational Disparities of Indigenous Māori Students in New Zealand Secondary Schools

• In Event: Meeting the UNESCO Sustainable Development Goal 4 of Inclusive and Equitable Quality Education: What Does Research Say?

Abstract

Objectives:
For many, equality and belonging are not realized as education continues to underserve clearly identifiable groups (OECD, 2013). This paper describes Kia Eke Panuku, a school reform initiative aimed at disrupting the historical ramifications of a colonial education system that continues to adversely affect the lives of disproportionate numbers of Indigenous Māori students in New Zealand.
Perspective(s) or theoretical framework
The Kia Eke Panuku reform drew from Kaupapa Māori (Smith, 2012) and critical theories (Freire 1986, 2001) to challenge the status quo around knowledge construction, power and privilege. Critical theories have long been acknowledged as a key mechanism for speaking 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, indigenous epistemologies as contextual and interdependent. Combining these two theoretical frameworks provides opportunities to both recognize and value our Treaty-based bi-cultural heritage in New Zealand while shaping more equitable contexts for learning in a country that is increasingly multicultural.

Kia Eke Panuku promotes interdependent praxis aimed at giving life to the government’s Māori education strategy, by supporting teachers to ensure Māori students can pursue their potential. This begins by supporting teams to actualize the following five dimensions for accelerated school reform:
• Transformative Leadership
• Evidence-based inquiry
• Cultural relationships and responsive learning contexts
• Educationally powerful connections amongst schools and Māori communities
• Māori knowledge valued across the curriculum
Closing the gaps between Māori and non-Māori students requires the coherent spread and ownership of these dimensions across the school’s systems. Working alongside Māori families and tribal groups has been important for schools in this process of realizing the aspirations of Māori communities.

Methods techniques, or modes of inquiry
A mixed-methods approach presents evidence to explore the experiences of Māori students and their educators in this reform initiative.
A quantitative analysis of: Māori students’ and teachers’ survey data; observations of teacher behaviors in classrooms using previously defined categories; and nationally comparable, student achievement data are presented. Qualitative methods, including semi-structured interviews with the schools’ leaders and Māori students, examine the changes experienced as a result of the reform approach.
Results or warrants for arguments or conclusions
Classroom observations and survey data from 93 schools show that as relational and culturally responsive pedagogies become embedded, Māori students experienced a greater sense of cultural belonging their national academic achievement began to improve. Where previous relationships and reform initiatives were being built on, these reform outcomes were accelerated. Senior Māori students’ experiences of success, over a wide range of outcomes, stand testament to these results.

Scientific or scholarly significance of the study or work
The “achievement gap” between Māori and non-Māori students reflects the ongoing global entrenchment of Indigenous marginalization. This research has important implications for other countries grappling with this same problem. It provides a powerful example of innovative educational reform that changed practice and policy towards a more socially just education system.

Author

• Mere Berryman, University of Waikato
  Presenting Author