title: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement

authors: Richards, Stephanie Moana

subjects: Culturally Responsive Pedagogy

abstract: The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

text: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

year: 2017

title: New Zealand’s indigenous forests – their status and drivers of change

authors: Allen, Robert

abstract: New Zealand’s remaining indigenous forests and shrublands are of immense cultural, environmental, and economic significance. A representative plot-based sample of these forests and shrublands has recently allowed an unbiased depiction of their composition
and structure. This is necessary for international reporting, performance assessment and management prioritisation. Their composition, structure, and function are driven by a diverse array of factors, many of which are complexly interrelated. The imprint of disturbances is pervasive and it is necessary to understand disturbances to interpret human-related impacts. For example, understanding impacts of exotic browsing mammals is only possible within a context of forest ecosystem development and tree demographic processes. There are now extensive areas of shrublands successional to forest, often composed of mixtures of indigenous and exotic species. These shrublands expand the pportunities for ecosystem services from, for example, carbon sequestration to water quality. An increasing area of indigenous forests and shrublands are managed for distinctive Māori aspirations that include sustainable use.

text: New Zealand’s indigenous forests – their status and drivers of change New Zealand’s remaining indigenous forests and shrublands are of immense cultural, environmental, and economic significance. A representative plot-based sample of these forests and shrublands has recently allowed an unbiased depiction of their composition
and structure. This is necessary for international reporting, performance assessment and management prioritisation. Their composition, structure, and function are driven by a diverse array of factors, many of which are complexly interrelated. The imprint of disturbances is pervasive and it is necessary to understand disturbances to interpret human-related impacts. For example, understanding impacts of exotic browsing mammals is only possible within a context of forest ecosystem development and tree demographic processes. There are now extensive areas of shrublands successional to forest, often composed of mixtures of indigenous and exotic species. These shrublands expand the pportunities for ecosystem services from, for example, carbon sequestration to water quality. An increasing area of indigenous forests and shrublands are managed for distinctive Māori aspirations that include sustainable use.

year: 2015

title: Reviews of teacher education in New Zealand 1950–1998: Continuity, contexts and change

authors: Alcorn, Noeline

abstract: After a period of 40 years of relative political and professional consensus, teacher education in New Zealand since 1990 has undergone considerable change. This has taken place in a policy environment where the rhetoric of choice and accountability has been dominant and suspicion of professionals and academics widespread. This paper examines a series of major reports on teacher education in each decade since 1950, from the Consultative Committee chaired by Arnold Campbell in 1951 to the Green Paper of 1997, tracking both the professional expectations and the social contexts. It focuses in particular on the changing concepts of professionalism and accountability and argues that a new order needs to be built that incorporates wider perspectives but does not silence the professionals.

text: Reviews of teacher education in New Zealand 1950–1998: Continuity, contexts and change After a period of 40 years of relative political and professional consensus, teacher education in New Zealand since 1990 has undergone considerable change. This has taken place in a policy environment where the rhetoric of choice and accountability has been dominant and suspicion of professionals and academics widespread. This paper examines a series of major reports on teacher education in each decade since 1950, from the Consultative Committee chaired by Arnold Campbell in 1951 to the Green Paper of 1997, tracking both the professional expectations and the social contexts. It focuses in particular on the changing concepts of professionalism and accountability and argues that a new order needs to be built that incorporates wider perspectives but does not silence the professionals.

year: 2015