Teachers’ perspectives of the impact of Government initiatives and strategies on their teaching of Māori and Pasifika learners. (2018)
Type of ContentTheses / Dissertations
Degree NameMaster of Education
PublisherUniversity of Canterbury
The educational achievement of Māori (the indigenous people of Aotearoa) and Pasifika (Pasifika peoples in Aotearoa, who identify with the Pacific Islands through heritage, ancestry or migration) learners compared to non-Māori (Pākehā) and non-Pasifika learners in Aotearoa New Zealand (Aotearoa) has been a longstanding problem. The ongoing legislative and policy development attempts of the Government have produced some gains but at a slow rate. These attempts in the last two decades have consisted of strategies and initiatives being developed for educators from evidence-based findings.
The aim of this study was to investigate, from teachers’ perspectives, how they perceive the education strategies and initiatives developed to improve educational experiences and outcomes for Māori and Pasifika learners have affected their pedagogy. The Government strategies and initiatives of interest for this research project are Ka Hikitia, Tātaiako: Cultural Competencies for Teachers of Māori Learners (Tātaiako), Te Kotahitanga:: Improving the educational achievement of Māori students in mainstream schools (Te Kotahitanga), He Kākano, Kia Eke Panuku: Building on Success (Kia Eke Panuku), and the Pasifika Education Plan. This thesis contends that there is a disconnect between these documents and teachers’ awareness of them to inform their practice from a teachers’ perspective.
To address the overarching research question, the exposure to the strategies and initiatives was investigated as well as the elements and aspects of the strategies and initiatives that teachers have embedded into their practice. Phase 1 collected this data from a questionnaire through administering a survey within a small cluster of schools. Phase 2 of this research inquiry consisted of four individual face-to-face interviews with volunteers from phase 1. Phase 1 findings revealed moderate exposure to the strategies and initiatives that this research centres on; however, where teachers had modified their practice there was encouraging evidence of perceived pedagogical change. Those who had embedded elements and aspects of the strategies and initiatives into their practice revealed a breadth of understanding. The phase 2 narratives from four face-to-face interviews produced data and information that enabled an in-depth understanding of factors that are related to pedagogical change. In summary, the three areas that emerged were factors relating to the personal cultural predisposition of teachers, professional development factors, and perceived levers for pedagogical change.
RightsAll Rights Reserved
Showing items related by title, author, creator and subject.
Houghton, Christopher (University of Canterbury, College of Education, Health and Human Development, 2015)M?ori and Pasifika students have historically made up a large number of those ākonga that underachieve within formal education in New Zealand. The gap in achievement between M?ori, Pasifika and other ethnicities identified ...
‘E saili i tautai se agava’a - A true leader masters the art of navigation’ The impact of effective leadership in raising engagement and achievement of Pasifika learners in New Zealand schools. Tufulasifa’atafatafa Ova Taleni, Leali’ie’e (University of Canterbury, 2017)Pasifika students’ education performance in Aotearoa New Zealand continues to face on-going challenges and potential ‘crisis’. For too long, Pasifika students have been trapped in a ‘prison-like’ environment of ...
Whakamanahia te reo Maori: He tirohanga rangahau: A review of the literature with relevance for te reo Maori competence of graduates from Maori medium initial teacher education programmes Skerrett, M. (University of Canterbury. School of Maori, Social and Cultural Studies in Education, 2010)This review provides a synthesis of the research literature on issues around proficiency in bilingual education and the influences on te reo Māori (the Māori language) proficiency of teachers graduating from initial teacher ...