title: Māori academic success: Why the deficit perspectives?

authors: Aporosa, S. 'Apo'

subjects: Māori

abstract: Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

text: Māori academic success: Why the deficit perspectives? Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

year: 2016

title: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners

authors: Johnson, Diane

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09

title: Methods of household consumption measurement through surveys: Experimental results from Tanzania

authors: Beegle, Kathleen

subjects: consumption

abstract: Surveys of consumption expenditure vary widely across many dimensions, including the level of reporting, the length of the reference period, and the degree of commodity detail. These variations occur both across countries and also over time within countries, with little current understanding of the implications of such changes for spatially and temporally consistent measurement of household consumption and poverty. A field experiment in Tanzania tests eight alternative methods of measuring household consumption, finding significant differences between consumption reported by the benchmark personal diary and other diary and recall formats. Under-reporting is particularly apparent for illiterate households and for urban respondents completing household diaries; recall modules measure lower consumption than a personal diary, with larger gaps among poorer households and for households with more adult members. Variations in reporting accuracy by household characteristics are also discussed and differences in measured poverty as a result of survey design are explored.

text: Methods of household consumption measurement through surveys: Experimental results from Tanzania Surveys of consumption expenditure vary widely across many dimensions, including the level of reporting, the length of the reference period, and the degree of commodity detail. These variations occur both across countries and also over time within countries, with little current understanding of the implications of such changes for spatially and temporally consistent measurement of household consumption and poverty. A field experiment in Tanzania tests eight alternative methods of measuring household consumption, finding significant differences between consumption reported by the benchmark personal diary and other diary and recall formats. Under-reporting is particularly apparent for illiterate households and for urban respondents completing household diaries; recall modules measure lower consumption than a personal diary, with larger gaps among poorer households and for households with more adult members. Variations in reporting accuracy by household characteristics are also discussed and differences in measured poverty as a result of survey design are explored.

year: 2011