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This presentation outlines approaches to raising achievement levels of adolescents from Maori and Pasifika cultures in New Zealand schools.
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Case studies of raising achievement:
Mangere College, Taihape Area school
Overview:
Case study: Mangere College
What is an AIMHI school?
Some of the issues present for students and teachers
Strategies to address achievement.
Case Study: Taihape Area School
Te Kauhua project
Key turn around strategies
What is an AIMHI school
In the late 90‟s ten decile 1 schools around NZ chosen for research project with Massey University - Kay Hawk and Jan Hill
They produced articles such as:
“Towards making achieving cool”
“Teachers under stress: Implications for schools and teachers in multi cultural schools.”
“Aiming for student achievement: How teachers can understand and better meet the needs of pacific Island and Mäori students”
“Four conceptual clues to motivating students”
Consider….
“What kind of school did you go to…..
“What kind of schools have you been to on teaching
practice…?”
”What would a low decile school look like?? …..feel
like???
Popular perceptions/misconceptions
1) Decile 1 schools are under resourced???
2) Suburbs like Mangere, Otara, Aranui – are dangerous and violent???
3) Decile 1 schools have poor teachers???
4) My child will not be able to get a good education at these schools??
Overview of Mangere College -
800 students.
Approx. 60% Pacific Island /Pasifika (Samoan, Tongan, Cook Islands, Nuiean, Fijian)
25% Maori, 5% Indian, 5% Asian,
In 1998: 8 Pakeha students
Staff: approx 50% Pakeha
PE staff – 7 staff 2 Maori, 2 Samoan, 1 Tongan and 2 Pakeha
Hufanga Taufo‟ou Ieremia Toe‟Salelea
Mata Rikiau Memory Haimona
Jacqueline Itamua Poriau Uamaki
Andre Vatu Misili Filoa
Francis Pule Kose Tuifelasai
Jerry McFarland Steven Nabong
Ema Piutau Julia Pula
Vicky Rauwhero Kui Sifaheone
Fatu Tangaloasa Ronny Taniela
Makasini Tulimaiau Apenera Tutai (Ape)
Asoleaga Nuausala (Aso)Taiwan Leasuasu
Issues –
Perception of schools not as good as others…..despite
good reports from ERO
Falling rolls – white flight and brown flight – buses
going out of suburb
Capna – staff cuts
Achievement range
Lower literacy levels – Year 9 equivalent to Year 6-7
(PAT)……
Bursary and School C passes 15-20%
So why the low achievement?
1)Poor teachers?
2) Low decile? – means it a low socio economic area…poverty……
3) Maori and Pasifika students - over represented in low decile schools – in every city in NZ….Aranui, Porirua, Otara, Glen Innes etc…
The Big Question: WHY???
Socio Economic factors: Poverty – no doubt if you are poor it is harder to do well at
school.
What do the students experience:
shared bedroom or non assigned, often no desk, no computer
several families in one house – rental prices
pressure for nutrition/food - no breakfast maybe - houses
change, no phone often or changing number
Having to do a job to „pay the bills‟ – pressure to leave school
early
Social problems as a result of poverty
Precedents and role modelling – if none of your family has ever
been to tertiary education it is generally harder for you to have
self belief in this option….
Cultural Factors: (based on research)
Values of traditional culture vs. values of western culture –
ie: respect for elders means don‟t question, contrast with critical
thinking and debate in classrooms
Priorities and time pressures - other commitments – family /
church / performance
Living in two worlds leads to gate keeping - immense
pressure and various coping strategies
Language difficulties – most can speak several languages,
English is second or third language, parents often island born
and speak own language at home…..can lead to lower
comprehension – impact in exams
Bishop 2004
Consider…?
“What could schools do to improve achievement?
“What can teachers do to improve achievement
Strategies:
1) Macro level - issues for government Poverty – high unemployment
Housing – state house rents
Health
School zoning and competition
Teacher recruitment and retention
2) Medium level -Strategies for Schools
Leaverage alternaitve assessment methods instead of exams
(NCEA)
Longer periods/block teaching/ home rooms
Vertical forms – mix of ages / whanau concept
After school homework centres
Cultural liaison staff – parents/ communities/ churches
Emphasis on student support / pastoral care
Innovative discipline systems– restorative practice
Career pathways – bridging between organisations
Nutrition initiatives
3) Micro Level - Individual Teachers
Develop teacher - student working relationship
High expectations of potential – engender self belief vs deficit
positioning
Explore ways to unlock their potential
Innovative teaching methods
Cultural overlay
Intentional building of community – develop group locus of
control
Create environment where it is safe to take risks/fail…
Confident and collaborative classroom management
Be a role model – participate, demonstrate, embarrass yourself
Use feed forward one on one with students
Be aware of cultural differences and worldview – be teachable
Pronounce names correctly – they notice it immediately - shows that you value and respect their culture enough to have tried to learn it…
Sense of humour - laugh with students and at yourself…….
Persevere in contacting parents…….