Triangulating Student, Teacher, and Family Perceptions to Guide Theory-Based Reform for Engaging Indigenous Students

• In Event: Indigenous Identities, Positionalities, and Solidarities in Education

Abstract

The racialised, historical legacy of colonization has resulted in intergenerational disparities for disproportionate numbers of Indigenous students across many parts of the globe. In New Zealand, a number of national school reform and policy initiatives have been undertaken in response.
The development of walkthrough observations and surveys, that ask teachers, students and family-members critical questions to explore perceptions of their learning experiences, can be used within school reform to ensure a more theory-based approach and identify changes over time. This paper presents quantitative and qualitative evidence from 25 secondary schools that indicate the importance of gathering and utilizing evidence such as this if the “core” of education (Elmore, 1996) is able to be changed and more effective reform pathways determined.

Authors

• Mere Berryman, University of Waikato
  Presenting Author

• Margaret Egan, University of Waikato
  Presenting Author

• Jay Haydon-Howard, University of Waikato
  Non-Presenting Author

• Elizabeth Martha Ann Eley, University of Waikato
  Presenting Author