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Creating an Equitable and Inclusive Classroom for Māori Students

Creating an Equitable and Inclusive Classroom for Māori Students

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Creating an Equitable and Inclusive Classroom for Māori Students. “ Kotahi te kōhau o te ngira e kuhuna ai te miro mā , te miro pango , te miro whero . I muri , kia mau ki te aroha , ki te ture , ki te whakapono .”. - PowerPoint PPT Presentation

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Page 1: Creating an Equitable and Inclusive Classroom for Māori Students

Creating an Equitable and Inclusive Classroom for

Māori Students

Page 2: Creating an Equitable and Inclusive Classroom for Māori Students

As spoken by King Potatau I, sharing his hope and vision for Maori at his coronation at Ngaruawahia in 1858

Through the one eye of the needle pass the white threads, the black threads and the red threads. Afterwards, hold firmly to your love, to the law, and to the faith.

“Kotahi te kōhau o te ngira e kuhuna ai te miro mā, te miro pango, te miro whero. I muri, kia mau ki te aroha, ki te ture, ki te whakapono.”

Page 3: Creating an Equitable and Inclusive Classroom for Māori Students

The Current Situation• One of the National Education Goals of the Ministry of Education (2004), NEG

2 , is “Equality of education opportunity for all New Zealanders, by identifying and removing barriers to achievement.” and the other that applies is NEG 9, “Increased participation and success by Māori through the advancement of Māori education initiatives, including education in Te Reo Māori, consistent with the Treaty of Waitangi.”

• However, currently within secondary schools there is a ‘power asymmetry’ that does not provide for an equitable education system (Simon, J., 1992).

• Pākehā values, beliefs and systems are regarded as normal, with the pervading assumption of superiority. Whereas, Māoritanga is currently only selectively used. (Connell, S., 1989)

• Even though teachers want all their students, including Māori, to do well, many do not understand the important role culture plays in a student’s learning. (Jill Bevan-Brown, 2003 p 1).

• Māori students are consistently over-represented in early school leaver statistics and underachieving in NCEA.

Page 4: Creating an Equitable and Inclusive Classroom for Māori Students

Ministry of Education – National Administration Guidelines (1 v and 2

iii) • Each board, with the principle and staff, is required

to:– in consultation with the school’s Māori community, develop

and make known to the schools’ community policies, plans and targets for improving the achievement of Māori students;

– report to students and their parents on the achievement of individual students, and to the school’s community on the achievement of students as a whole and of groups ... Including the achievement of Māori students against the plans and targets referred to in 1 v above.

As quoted in Ministry of Education, (2000).

Page 5: Creating an Equitable and Inclusive Classroom for Māori Students

The key issues• Because our education system is determined by the majority

group and has institutional bias, it has always been involved in reproducing class inequalities (Bell & Carpenter, 1994).

• Our education system as it currently stands, does not ensure equitable outcomes for Māori students (Bell & Carpenter, 1994).

• As a cohort, they (Māori ) consistently under-perform the norm (Bishop et al. 2007).

• Most teacher education institutions need to develop their courses and programmes to better equip teachers to teach Māori students (Te Puni Kōkiri, 2001).

Page 6: Creating an Equitable and Inclusive Classroom for Māori Students

What the data tells us.In research projects, it has been found that creating an equitable and inclusive classroom for Māori students raises engagement and achievement levels:

– the proportion of year 11 Māori learners achieving the reading literacy and numeracy criteria for NCEA Level 1 increased to 61.1%, an increase of 1.2 percentage points from 2006

– Māori school leavers with NCEA Level 2 or above increased from 36.7% in 2006 to 43.9% in 2007

– Māori school leavers qualified to attend university increased from 14.8% in 2006 to 18.3% in 2007

– the retention rates for 17½-year-old Māori learners increased from 38.9% in 2006 to 39.1% in 2007

– the proportion of Māori participating in modern apprenticeships has increased from 15.1% in 2006 to 15.6% in 2007 (Ministry of Education, 2009).

Page 7: Creating an Equitable and Inclusive Classroom for Māori Students

Equality of Opportunity versus Equity

• Equality of opportunity involves treating every student the same in terms of providing them an ‘opportunity’ to be educated, whereas equity is about treating every student based on their individual need so that they have an equal chance of achieving the same outcome (Ball, 1994).

• Therefore to make Equal Opportunity = Equity, we need to provide a multi-curricula, multi-pedagogical educational system whereby the classroom system is individually tailored to each student to achieve the “best” outcome for each student according to that individual student’s needs.

Page 8: Creating an Equitable and Inclusive Classroom for Māori Students

What if ...?• For those of you who are still not sure that we

should be concerned with equity, try considering what position you would be in if the tangata whenua were in the majority group today? In terms of:– Language used– Curriculum– Teaching styles– Culture

• We hope that you get the picture!

Page 9: Creating an Equitable and Inclusive Classroom for Māori Students

What does an Equitable and Inclusive Classroom for Māori students look like?

• In general we would see the following:– Visible signs of culture – images, icons, work on display, resources

that reflective Māori perspectives, people and language. – Invisible signs of culture – e.g. “discursive practices and co-

construction (power sharing) between students and teachers” (Bishop et al, 2003).

– Māori students feel ‘normal’ in the classroom. (Bishop et al, 2007).

• From Walters, Phillips, Olliver, & Gilliland, 1993: – Teachers promote a positive self-image amongst Māori students.– Teachers learn about the emphasise the positive aspects of the culture

and provide a culturally relevant education.– Students learn through co-operation and sharing.– Students achieve through motivation, decision-making and self-

regulation.

Page 10: Creating an Equitable and Inclusive Classroom for Māori Students

Differences in Cultural Norms

European• Acquire, save. Possessions bring status.

Wealth and security sought after.• Compete. Excel. Be the best.• Assertive, do-er. Dominate.• Vocal. Must talk. Embarrasses by

silence. Be noticed.• Time is extremely important. Get things

done. Watch the clock, schedule, priorities.

• Prepare. Live for the future.• Keep busy. Idleness is undesirable.

Produce to acquire and build reserves.• Give instant answers.

Māori• Share. Honour in giving. Suspicious of

those with too much.• Cooperate. Help each other. Work

together.• Passive. Let others dominate.• Quiet. Say what is necessary. Enjoy silent

companionship. Stay in background.• Time is here. Be patient. Enjoy life.

• Enjoy today, it is all we have.• Enjoy leisure. Depend on nature and use

what is available.• Allow time for thought

Walters, B., Phillips, C., Olliver, B., & Gilliland, H. (1993).

Page 11: Creating an Equitable and Inclusive Classroom for Māori Students

Differences in Cultural Norms, Contd.

European• Emphasis on youth.• Work is a virtue.• Light humour. Jokes.• Few strong ties beyond the single family

unit.• Analyse and control nature.• Science. Reason.• Act according to logic.• Health: concern for germs, cleanliness.• Traditions of varying importance.• Always look a person in the eye. Looking

away means disinterest or dishonesty.

Māori• Respect for wisdom of the elderly.• Work for survival.• Deep sense of humour. See humour in

life.• Close ties to entire extended family

including many relatives.• Live in harmony with nature.• Spirituality.• Act according to what feels right.• Health results from harmony with nature.• Great respect for ceremonies and

traditions.• Looking in eye means aggression or

anger. Looking down is a sign of respect.

Walters, B., Phillips, C., Olliver, B., & Gilliland, H. (1993).

Page 12: Creating an Equitable and Inclusive Classroom for Māori Students

Differences in Cultural Norms, Contd.

European• Criticism is immediate, blunt, to the

point.• Recognition for the sports figure

and individual achievement.• Personal space required.• Little evidence of emotion in public.• Visitors, associates, teachers must

be welcome inside the home.• Monolingual. English is the best

and only important language.

Māori• Talk about good things before

criticism.• Recognition for group achievement.• Touching, closeness, affection.• Accept public show of emotions:

anger, sorrow, affections.• Outside is appropriate place to visit

teacher until well acquainted and accepted.

• Bilingual. Values of culture are best expressed in the language of that culture.

Walters, B., Phillips, C., Olliver, B., & Gilliland, H. (1993).

Page 13: Creating an Equitable and Inclusive Classroom for Māori Students

We need to take a Māori Cultural Perspective to Address the Issues

• From a Māori perspective the following key concepts have been highlighted as important to Māori students in a classroom context (Bishop et al. 2007).– Rangatiratanga – self-determination– Taonga Tuku Iko – cultural identity– Ako – reciprocal learning (community)– Kia piki ake i ngā raruraru o te kainga – mediation of home

difficulties– whānau – extended family– Kaupapa – collective vision or philosophy

Page 14: Creating an Equitable and Inclusive Classroom for Māori Students

Rangatiratanga• Giving the individual the right to exercise

authority over themselves. This includes being able to act for themselves, make decisions and take control of their lives. It is used for the betterment of the entire group, not just the individual. (Bevan-Brown. J., 2003, p 19)

• In the classroom situation, students can be encouraged to take responsibility for their actions, decisions and learning within the classroom.

Page 15: Creating an Equitable and Inclusive Classroom for Māori Students

Taonga Tuku Iko

• “The principle of cultural aspirations where cultural identities are valued, valid and legitimate... valuing of the student as a unique individual, recognising their mana ” ( Bishop & Glynn, 2003).

• Acknowledging the Māori language, knowledge, culture and values and using it as a context for learning. Ensuring that it is seen as normal.

• “Taonga tuku iho therefore, teaches us to respect the tapu of each individual child and to acknowledge their mana...” (Bishop, Berryman, Cavanaugh, Teddy, & Clapham, 2006).

Page 16: Creating an Equitable and Inclusive Classroom for Māori Students

Ako

• Ako means reciprocal learning – to teach and to learn. The teacher’s role is as a facilitator in the classroom, setting up an environment where the student can also add their own knowledge to the discussion. This type of organisation is conducive to shared learning, as each member of the group is able to contribute, which will result in group knowledge building (Bishop, Berryman, Cavanaugh, Teddy, & Clapham, 2006).

• Active learning approaches are preferred to enable students to apply their real-life experiences, which is seen as valuable.

Page 17: Creating an Equitable and Inclusive Classroom for Māori Students

Kia piki ake i ngā raruraru o te kainga

• Involve parents and the wider family into school activities. Building strong home-school relationships increases participation of students in school based educational experiences and increases the opportunities for whānau to support students in times of educational crisis (Bishop & Glynn, 2003).

• The closer the classroom and home experiences are for the student, the more likely it will be that students will be able to participate in the educational activities designed at school. Māori people prefer to work in a culturally familiar environment.

• Support and help is sought from whānau for dealing with specific issues or for wider school based activities e.g. sports, cultural groups.

Page 18: Creating an Equitable and Inclusive Classroom for Māori Students

Whānau• Māori parents and whānau are interested in their children’s

education and want to be actively involved – they are stakeholders in this venture. This community is frustrated about the lack of cultural equity in classroom. Māori are sometimes hesitant to approach schools to enquire about making changes. This stems from personal negative experiences of school. A need has been recognised for more parental and teacher support, and open communication. (Ministry of Education, 1998)

• In classrooms where whānau-type relationships are established, commitment and connectedness would be paramount and responsibility for the learning of others would be fostered (Bishop, Berryman, Cavanaugh, Teddy, & Clapham, 2006). This provides the basis for ako and the development of a community of learners.

Page 19: Creating an Equitable and Inclusive Classroom for Māori Students

Key Stakeholders• At the core – students

and teachers, working together.

• In the middle – parents, whānau, school community, supporting teachers and students.

• At the edge – Ministry of Education, wider community, providing the expectations, policies and systems.

Students &Teachers

Parents,Whanau &School Community

Ministry of Education,Wider Community

Page 20: Creating an Equitable and Inclusive Classroom for Māori Students

Kaupapa• “An influential and coherent philosophy and practice for

Māori conscientisation, resistance and transformative praxis to advance Māori cultural capital and learning outcomes within education and schooling” (Smith cited in Bishop and Glynn, 2003, p,61).

• The kaupapa (common vision) is developed collectively and is essential for the development of education relations and interactions that will promote educational achievement and reduce disparities (Bishop, Berryman, Cavanaugh, Teddy, & Clapham, 2006).

Page 21: Creating an Equitable and Inclusive Classroom for Māori Students

What recent research has shown.

• What recent research and programmes (e.g. Bishop, Berryman, Cavanaugh, Teddy, & Clapham, 2006) have shown is that if we as teachers:– have the right attitudes and beliefs,– if we take the time to know and to find out the specific needs

of the group of students we are targeting, – if we address their needs well within the context of our

educational system, and– if we apply proven pedagogical and management techniques

we can achieve impressive positive results with this these students.

Page 22: Creating an Equitable and Inclusive Classroom for Māori Students

High Level Summary of Key Success Strategies for Teachers

• Manaakitanga – Teachers’ showing that they care by treating students with respect and honesty.

• Mana Motuhake – Teachers’ having high expectations for students’success.

• Ngā Whakapiringatanga – Boundaries, rules and organisation• Wāngana – Appropriate pedagogical approach that engages• Ako – Interactive, reciprocal and community learning• Kōtahitanga – Collaborative achievement of a common /

shared goal

Page 23: Creating an Equitable and Inclusive Classroom for Māori Students

Manaakitanga• Teachers need to extend hospitality, kindness and

respect towards students in the classroom, enabling Māori students to feel that they can be themselves.

• Students need to feel that teachers care for them as Māori.

• Teachers need to take into account that Māori students bring cultural understandings and different perspectives to the class. Instruction and activities should be included to reflect and build on this knowledge (Bishop, Berryman, Cavanaugh, Teddy, & Clapham, 2006).

Page 24: Creating an Equitable and Inclusive Classroom for Māori Students

Mana Motuhake• Māori students do not like teachers having low expectations of

them and respond to high and challenging expectations.• Teachers need to:

– Show that they care for students performance.– Have high and clear expectations . – Communicate clear teaching goals to students.– Teach students how to learn.– Critically reflecting on own teaching.– Support and reward effort and learning by students.– Take responsibility for student learning (not just blame the students).– Be passionate about what is being taught.– Be willing and able to adapt teaching based on feedback.– Make homework relevant and checking it carefully and responsively (Bishop et

al, 2006).

Page 25: Creating an Equitable and Inclusive Classroom for Māori Students

Ngā Whakapiringatanga• Whilst it might sound counter-intuitive, Māori students

did not appreciate chaotic classrooms and they knew when things were not working well.

• Ngā Whakapiringatanga involves the careful organisation of specific individual roles and responsibilities required to achieve desired outcomes.

• In this context, teachers create the environment and organisation to ensure that all students are able to contribute to their own learning and to support the learning of others (Bishop, Berryman, Cavanaugh, Teddy, & Clapham, 2006).

Page 26: Creating an Equitable and Inclusive Classroom for Māori Students

Wāngana• Taking a new pedagogical approach to

learning. • Traditional approaches do not work best

with Māori students (or any other student for that matter).

• Active learning that involved interacting with others was much preferred cooperative learning.

Page 27: Creating an Equitable and Inclusive Classroom for Māori Students

Ako• An effective classroom environment is where lots

of discussion and co-operative group learning and knowledge sharing can take place (Pere, 1982, p.70)

• Ako involves both the acquisition of knowledge and the processing and imparting of knowledge. This is a teaching-learning practice that involves teachers and students learning in an interactive, iterative, dynamic relationships where cooperative learning occurs.

Page 28: Creating an Equitable and Inclusive Classroom for Māori Students

Kōtahitanga• Working towards a commonly held vision.• The first step is to define and agree the commonly held

vision.• Students want to know what they are meant to learn,

why and how well they are doing.• Teachers and students form a compact that focussed on

achieving certain outcomes and students develop a sense of responsibility to work towards these outcomes and to help the teacher and others achieve the agreed outcomes as well.

Page 29: Creating an Equitable and Inclusive Classroom for Māori Students

Seven ways of applying Māori Values in the Classroom

1. Group problem solving.2. Apply peer tutoring.3. Apply cooperative effort to learn new skills.4. Develop and focus on ‘group pride’ in achievement.5. Focus on students’ learning.6. Replace competition with others with self-

competition (using ipsative assessment techniques).7. Encouraging students to help each other – peer

learning.From Walters, Phillips, Olliver, & Gilliland, 1993

Page 30: Creating an Equitable and Inclusive Classroom for Māori Students

General characteristics of Successful Teachers

• Most importantly, build trusting relationships with students. They are non-judgemental of their students (Carpenter, McMurchy-Pilkington, & Sutherland, 2001), (Saravia-Shore, & Garcia, 1995).

• Celebrate the cultural diversity of their learners and treat as an opportunity for all students to learn more about our world (Saravia-Shore, & Garcia, 1995).

• Take time to build their own cross-cultural knowledge and seek consistent professional development (Carpenter, McMurchy-Pilkington, & Sutherland, 2001).

• Identify and own their own culture, being aware of the impact this has in the classroom (Saravia-Shore, & Garcia, 1995).

• Always hold high expectations which is reflected in quality instruction of the curriculum (Carpenter, McMurchy-Pilkington, & Sutherland, 2001).

• They empower students by reinforcing an internal locus of control and help build individual self-control (Carpenter, McMurchy-Pilkington, & Sutherland, 2001).

• Have a safe and healthy environment for students to participate and collaborate with interactive learning activities. These should be fun, real-world and relevant.

• Provide appropriate scaffolds for the students to develop within their zone of proximal development (Eggen, & Kauchak, 2007) .

• Include students perspectives and contributions, treating them with respect and meaning. (Saravia-Shore M., & Garcia, E. 1995, p49)

Page 31: Creating an Equitable and Inclusive Classroom for Māori Students

Effective Teaching Profile for Māori students (Bishop, Berryman, Cavanaugh, Teddy, & Clapham, 2006).

• In addition to the general characteristics outlined in the previous slide, effective teachers of Māori students create culturally appropriate and responsive context for learning in their classroom. In doing so they demonstrate the following beliefs:– They positively and vehemently reject deficit theory in

explaining the performance of Māori students.– There are strategies for bringing about change in Māori

students’ educational achievement and that if they are committed to doing so they can make a difference.

Page 32: Creating an Equitable and Inclusive Classroom for Māori Students

In Summary: Effective Teachers of Māori students do the following:

• Manaakitanga – they care for the students as culturally-centred human beings.

• Mana motuhake – They have high expectations and care for the performance of their students.

• Whakapiringatanga – They create a safe, secure, well-managed learning environment with innovation and creativity.

• Wānanga – they are able to engage with Māori students effectively in reciprocal learning.

• Ako – They can use a range of strategies to promote cooperative learning environments where everyone learns and teaches.

• Kotahitanga – They work collectively towards agreed outcomes that lead to improvements in educational outcomes for Māori students.

From (Bishop, Berryman, Cavanaugh, Teddy, & Clapham, 2006).

Page 33: Creating an Equitable and Inclusive Classroom for Māori Students

How to Make Inclusive and Equitable Schools a Reality for

Māori students?• Schools need to be reformed and pedagogy needs to be improved in ways that will lead them to respond positively to student diversity – seeing individual differences not as problems to be fixed, but as opportunities for enhancing learning (UNESCO, 2005).

• Developing leadership that is responsive and proactive. The Education Review Office (1999, page 15) notes that: “The quality of the principle’s leadership in te reo me ngā tikanga Māori is important to the learning success of Māori students. In the best case, principals have ability in te reo Māori, a practical understanding of tikanga Māori, and a strong empathy with Māori students and their whānau” as quoted in Ministry of Education, (2000).

• Ensure that Māori is effectively represented on the Board of Trustees of the school (perhaps by co-opting a qualified member) (Hohepa & Jenkins, 2004).

• Establishing the conditions in schools that is required for inclusive and equitable education. For example, Māori students are more likely to achieve when the school environment is recogniably Māori (Ministry of Education, 2000).

• A program of professional development for teachers and other staff that are responsible for teaching Māori students.

• Implementing the strategies (e.g. the effective teaching profile) that have been developed as a result of proven research e.g. Te Kōtahitanga Phase 3 Whānaungatanga: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms.

Page 34: Creating an Equitable and Inclusive Classroom for Māori Students

Concluding Points• Currently, Māori students are not receiving the best opportunities to excel

in education. There is an underlying sense that Pākehā values and processes are superior, to the detriment of people from different cultures, including Māori.

• When we look at the evidence outlined above it is clear to see that Māori tikanga in education has many benefits, not only for Māori, but for all students.

• Classroom teachers and resource teachers need to find generic teaching strategies that work for all students (Macfarlane, 2004).

• These strategies should be introduced in cultural contexts, and with culturally appropriate pedagogies, that still represent and affirm the language, culture and values of Māori (Macfarlane, 2004).

• Even without a school-wide programme, teachers can individually create inclusive and equitable classrooms by the attitudes and behaviours they display, and by the pedagogies, processes and management that they employ.

• You can make a difference!!

Page 35: Creating an Equitable and Inclusive Classroom for Māori Students

Works Cited• Bevan-Brown, J., (2003) The Cultural Self Review, New Zealand Council for Educational Research,

Wellington.• Bishop, R., Berryman, M., Tiakiwi, S., & Richardson, C. (2003). Te Kotahitanga: The experiences of

year 9 and 10 Māori students in mainstream classrooms. Wellington: Ministry of Education.• Bishop, R., Berryman, M., Cavanaugh, T., Teddy, L., & Clapham, S. (2006). Te Kotahitanga phase 3

whakawhānaungatanga: Establishing culturally responsive pedagogy of relations in mainstream secondary school classrooms. Wellington: Ministry of Education.

• Bishop, R and Glynn, T. (2003) Culture counts: Changing power relations in education. Palmerston North: Dunmore Press.

• Carpenter, V., McMurchy-Pilkington, C., & Sutherland, S. (2001). Kaiako toa: An outline of the findings. NZARE Conference, December. Christchurch, NZ: NZARE.

• Connell, S., (1989) Beyond Guilt. Wellington: Radio New Zealand. • Education Information and Analysis Group/Group Māori [Ministry of Education], (2009). Nga

haeata matauranga: The annual report on Māori education, 2007-08. • Eggen, P., & Kauchak, D. (2007). Educational Psychology: Windows on Classrooms. New Jersey:

Pearson Education Inc.• Hohepa, M., & Jenkins, K. (2004). Raising Māori Students' Achievement in Te Taitokerau.

Wellington: Ministry Of Education.• Macfarlane, A. H. (2004). Kia hiwa ra! Listen to culture - Māori students' plea to educators.

Wellington: New Zealand Council for Educational Research.

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Works Cited• Ministry of Education, (2004), The National Education Goals (NEGs),

http://www.minedu.govt.nz/educationSectors/Schools/PolicyAndStrategies• Ministry of Māori Development/Te Puni Kokiri, Making Education work for Māori/Te Whakamahi i

te Matauranga mo te iwi Māori: Report on Consultation (July 1998)• Ministry of Education, (2000). Raising the Achievement of Māori Students. Wellington, NZ:

Learning Media Ltd.• Pere, R.M. (1982) Ako: concepts and learning in the Māori tradition. Hamilton, New Zealand:

Waikato University• Simon, J., (1992) ‘Good intentions, but...’ In Quest Rapuara (Ed.), Cultural identity: A resource for

educators (p39-43). Wellington: Quest Rapuara• Saravia-Shore M., & Garcia, E. (1995). Diverse teaching strategies for diverse learners. In R.W.

Cole (Ed), Educating everybody’s children(pp47-57) Alexandria, VA: ASCD• Te Puni Kōkiri, (2001). The Quality of Teacher Training for Teaching Māori students. Wellington:

Ministry or Māori Development. • Walters, B., Phillips, C., Olliver, B., & Gilliland, H. (1993). "Challenging Education - A Positive

Approach to Teaching Māori Students in New Zealand Schools". Palmerston North: Kānuka Grove Teacher Centre, Palmerston North College of Education.

• UNESCO. (2005). Guidelines for Inclusion: Ensuring Access to Education for All. Paris: United Nations Educational, Scientific and Cultural Organization.