1,720,971 research outputs found
Innovative Learning Environments: Grand experiment or sound investment in Māori students' futures?
No full textFull Text is available to authenticated members of The University of Auckland only.In 2010, the New Zealand government [re]introduced policy to engineer the spatial
organisations of schools—traditionally known as open or informal learning spaces.
More recently these learning spaces are referred to as innovative learning
environments (ILEs) and as a means through which 21st century skills, capabilities
and knowledge can be taught and learnt. Ideally, the concept of open spaces
encourages changes in curriculum, pedagogy and more student-centred collaborative
working spaces which encourages improved student outcomes and wellbeing.
Ten years later there is still a paucity of research evidence from a New Zealand
education context supporting the merits of ILE, and in particular, the impact on student
achievement. Considering the significant scale of this change, the Ministry of
Education have been remiss in not supporting research measuring the effects of this
new spatial environment on the learning and wellbeing of our students, and
supporting the pedagogical changes required of teachers to teach effectively within
the ILE space. This study addresses a paucity in the research by focusing on Māori
students, who have been labelled by the New Zealand Ministry of Education as
‘priority learners’, and who have historically not achieved as well as their Pākehā
peers.
Drawing on kaupapa Māori/Indigenous research methodology, this study examines
the challenges and issues facing teachers, students and whānau involved in the
transition from traditional single-cell classrooms to ILEs. This study investigated the
impact of ILEs in two case study schools on Māori student learning, gathering a
snapshot of the perceptions of participant teachers, students and whānau regarding
teaching and learning in ILEs.
Data from teacher and whānau face-to-face interviews and a student survey were
thematically analysed to interpret the reality of the experiences from the perspectives
of participants in the ILEs.
The findings of this study suggest there is inconclusive evidence to support the claim
that ILEs support student achievement and wellbeing any more so than traditional
single-cell classrooms. The findings also suggest there is some frustration and angst
amongst teachers and whānau with regard to the implementation of pedagogy and working in ILEs, which may influence student attitudes to learning in an ILE and thus
student outcomes.
Based on the analysis of data from the two case study schools and a critique of
literature, recommendations for future implementation at the school and policy level,
including recommendations for future research into the impact of ILEs on Māori
student learning are suggested
Kura kaupapa Māori: Preparing graduates to live as Māori in the world today
No full textKura kaupapa Māori graduates are making positive contributions as bilingual and bicultural citizens to New Zealand society and to the wider world. Unique to New Zealand, kura kaupapa Māori provide a primary school education in which children are immersed in a Māori language and cultural environment with the aim of enabling graduates to ‘live as Māori’ in the western world. Narratives from some of the graduates from the first kura kaupapa Māori established in Auckland between 1984-1989, demonstrate how the establishment of effective relationships between teachers and students motivated learning. Information is also provided about the learning of English language literacy skills. In the early days of kura kaupapa Māori, classrooms were set up specifically for the teaching of English and placed apart from the main teaching areas to ensure the students’ Māori language was kept intact. The graduates share their varied experiences of learning English at kura kaupapa Māori and express a recognition of the benefits of being skilled in the literacies of both Māori and the English language. For the majority of the graduates it has been Māori language knowledge that has secured them employment in television and teaching. For those who have chosen the academic world, their Māori and bicultural knowledge has provided valuable understandings and insight for study and associated work. As bilingual and bicultural adults the graduates demonstrate self-confidence, self-determination and the ability to advance their talents to high levels of achievement. This presentation will interest all those who work or study in indigenous education, and particularly those curious about the place of English literacy in indigenous language education
The origins of Kura Kaupapa Māori: Indigenous schooling in Aotearoa, New Zealand
No full textKura kaupapa Māori are a unique New Zealand primary school education system in which children are immersed in a Māori language and cultural environment with the aim of enabling graduates to ‘live as Māori’ within the wider world. This presentation provides a background of the events that led to the establishment of kura kaupapa Māori in New Zealand. Interviews with founding members from the first Auckland kura kaupapa Māori give a critical sense of the hopes and aspirations that guided them in their struggle to set up the kura kaupapa Māori initiative. The desire to provide suitable schooling for their children, who had been educated in a pre-school Māori immersion environment, led the pioneers on a two year political and legal battle to preserve Māori language and culture and to provide a Māori education that validates traditional Māori knowledge and pedagogy. Narratives from the key figures in kura kaupapa Māori movement provide information about the hardship they and their families endured in the setting up of kura kaupapa Māori without government assistance, as well as clarification about the political strategies they employed in the pursuit of the legalisation of kura. The restructuring of New Zealand’s Education Department opened a space for the development of kura kaupapa Māori, leading to legislation in 1989 and formal recognition in 1999 of the Te Aho Matua document, the guiding philosophy for the majority of kura today. The New Zealand case offers a lot to those considering how to engage in structural educational change. This paper will interest all those who work or study in indigenous education, and particularly those curious about the complex and often demanding political strategies required for the establishment of a state-funded school system for indigenous populations
The Origins of Kura Kaupapa Māori
No full textKura kaupapa Māori provide a unique primary school education system that immerses children in Māori language and culture. Interviews with founding members from the first Auckland kura give a critical sense of the aspirations that guided them in their struggle to set up the kura kaupapa Māori initiative. The desire to provide suitable schooling for their children, educated in a pre-school Māori immersion environment, led to a political and legal battle to provide an education validating traditional Māori knowledge. The narratives inform of the hardship endured in the setting up of kura kaupapa Māori without government assistance, and clarify the political strategies employed to establish kura. The restructuring of New Zealand’s Education Department opened a space for the development of kura kaupapa Māori, leading to legislation in 1989 and formal recognition in 1999 of the Te Aho Matua document, the guiding philosophy for the majority of kura today
The beginning of kura kaupapa Māori: Indigenous schooling in Aotearoa, New Zealand
No full textKura kaupapa Māori are a unique New Zealand primary school education system in which children are immersed in a Māori language and cultural environment with the aim of enabling graduates to ‘live as Māori’ within the wider world. This presentation provides a background of the events that led to the establishment of kura kaupapa Māori in New Zealand. Interviews with founding members from the first Auckland kura kaupapa Māori give a critical sense of the hopes and aspirations that guided them in their struggle to set up the kura kaupapa Māori initiative. The desire to provide suitable schooling for their children, who had been educated in a pre-school Māori immersion environment, led the pioneers on a two year political and legal battle to preserve Māori language and culture and to provide a Māori education that validates traditional Māori knowledge and pedagogy. Narratives from the key figures in kura kaupapa Māori movement provide information about the hardship they and their families endured in the setting up of kura kaupapa Māori without government assistance, as well as clarification about the political strategies they employed in the pursuit of the legalisation of kura. The restructuring of New Zealand’s Education Department opened a space for the development of kura kaupapa Māori, leading to legislation in 1989 and formal recognition in 1999 of the Te Aho Matua document, the guiding philosophy for the majority of kura today. The New Zealand case offers a lot to those considering how to engage in structural educational change. This paper will interest all those who work or study in indigenous education, and particularly those curious about the complex and often demanding political strategies required for the establishment of a state-funded school system for indigenous populations. Key words: Māori immersion education, kura kaupapa Māori, Te Aho Matu
Hei oranga Māori i te ao hurihuri nei. Living as Māori in the world today: An account of kura kaupapa Māori
No full textKura kaupapa Māori provide education for primary school aged children (5–12-year-olds) within a Māori language and cultural environment. They offer a logical progression from the Māori medium pre-school education known as Te Kōhanga Reo. The main aim of kura kaupapa Māori is to enable children to ‘live as Māori’. According to Durie (2003, p. 199), the goal of enabling Māori to live as Māori should be an objective of educationists when preparing Māori children for the future. However, the notion of ‘living as Māori’ is a very complex idea, not least because in New Zealand we live in a society governed by the English language and a set of values and social structures that are far removed from the traditional world of Māori. This thesis interrogates the ideas about ‘living as Māori’ that underpin the objectives of kura kaupapa Māori. A selection of graduates from the first kura kaupapa Māori in Auckland are interviewed in order to develop a critical sense of the empirical and other possibilities of ‘living as Māori’ in the modern world, and the effectiveness of the kura kaupapa Māori in realising these possibilities. There is much anecdotal evidence about the positive outcomes of kura kaupapa Māori. Whānau members often comment on the benefits of the kura for their children’s education, but there is little systematic research to substantiate claims that kura kaupapa Māori provide an educational environment that prepares their students to live as Māori. The question guiding this study is: What are the tensions that face kura kaupapa Māori graduates as they seek to live as Māori in a world that is often at odds with the objectives of kura kaupapa Māori? This study examines in detail what the kura kaupapa Māori objectives have meant to those who experienced being students in three of the first kura kaupapa Māori that were created in Auckland. It was in these kura kaupapa Māori that the objectives were developed and the path set for kura kaupapa Māori into the future
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