title: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools

authors: Coffin, Rachel Marie

subjects: Māori  teachers

abstract: The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

text: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

year: 2013

title: ʺThree Strikesʺ sentencing: Another blow for Māori

authors: Rumbles, Wayne

abstract: On June 1, 2010 the Sentencing and Parole Reform Act 2010 amended the Sentencing Act and introduced into New Zealand the so-called “three strikes” sentencing regime. The rationale for introducing this sentencing regime was that it would protect the public, deter offenders, and improve public confidence in the criminal justice system. The stated purpose of the Act is:
• To deny parole to certain repeat offender and to offenders guilty of the worst murders.
• Impose maximum terms of imprisonment on persistent repeat offenders who continue to commit serious violent offences.
This legislative comment will argue that this regime will disproportionately impact on Māori who are already over represented in the criminal justice system at every level. The Department of Corrections has reaffirmed that amplification of Māori within the system is at least in part due to systemic factors that operate at one or more steps of the criminal justice process which make it more likely for Māori to be apprehended, arrested, charged, convicted or imprisoned, with the result that Māori “accumulate” in the system in greater numbers. Given that there is some systematic bias discernable around Māori in the criminal justice system, any habitual offender-sentencing regime will disproportionately impact on Māori, feeding a cycle of increasing Māori incarceration.

text: ʺThree Strikesʺ sentencing: Another blow for Māori On June 1, 2010 the Sentencing and Parole Reform Act 2010 amended the Sentencing Act and introduced into New Zealand the so-called “three strikes” sentencing regime. The rationale for introducing this sentencing regime was that it would protect the public, deter offenders, and improve public confidence in the criminal justice system. The stated purpose of the Act is:
• To deny parole to certain repeat offender and to offenders guilty of the worst murders.
• Impose maximum terms of imprisonment on persistent repeat offenders who continue to commit serious violent offences.
This legislative comment will argue that this regime will disproportionately impact on Māori who are already over represented in the criminal justice system at every level. The Department of Corrections has reaffirmed that amplification of Māori within the system is at least in part due to systemic factors that operate at one or more steps of the criminal justice process which make it more likely for Māori to be apprehended, arrested, charged, convicted or imprisoned, with the result that Māori “accumulate” in the system in greater numbers. Given that there is some systematic bias discernable around Māori in the criminal justice system, any habitual offender-sentencing regime will disproportionately impact on Māori, feeding a cycle of increasing Māori incarceration.

year: 2011

title: The Educational Practice of Ethical Leaders: A Case Study of Chilean School Leaders

authors: Cuellar, Carolina

subjects: Ethical leadership

abstract: It is widely acknowledged that ethical leadership is of great importance to schools. Behaving ethically is indeed an imperative for school leaders. Being an ethical educational leader is something different. It is not only about behaving according to standards but rather involves an ethical way of being that engages the leader holistically in their attempt to do the right thing for students. The purpose of this constructivist study was to explore the educational praxis of ethical school leaders in Chile. A multiple case study design was employed to gain insight into the feelings, beliefs and thoughts of ethical school leaders regarding their educational experiences. To this end, semi-structured interviews were conducted with eight identified ethical school leaders. The data focused on the commonalities and uniqueness within and across participants. Six main themes about the nature of ethical leadership were identified. They included: holding personal and professional ethics as inseparable, ‘consistently’ inspiring practice, valuing others, sustaining a humane view of education, being sensitive to the complex local context, and leading as serving. These themes reflect the experience of being ethical as a school leader in Chile. It has been found that ethical leadership influences the relational context of leaders’ practice. Ethical leaders in education have been shown to influence educational contexts from a moral imperative that is grounded in a critical and humanistic concern that deeply affirms ‘others’ as a common good, rather than through any instrumental or technical change that they may initiate. The findings provide key elements of ethical leadership within the Chilean school context that can influence current and future school leaders’ practices and professional development. Moreover, becoming and being an ethical leader is indeed an experiential journey that integrates the leader’s personal and professional way of being. This research calls for priority to be given to the encouragement and development of ethical leadership.

text: The Educational Practice of Ethical Leaders: A Case Study of Chilean School Leaders It is widely acknowledged that ethical leadership is of great importance to schools. Behaving ethically is indeed an imperative for school leaders. Being an ethical educational leader is something different. It is not only about behaving according to standards but rather involves an ethical way of being that engages the leader holistically in their attempt to do the right thing for students. The purpose of this constructivist study was to explore the educational praxis of ethical school leaders in Chile. A multiple case study design was employed to gain insight into the feelings, beliefs and thoughts of ethical school leaders regarding their educational experiences. To this end, semi-structured interviews were conducted with eight identified ethical school leaders. The data focused on the commonalities and uniqueness within and across participants. Six main themes about the nature of ethical leadership were identified. They included: holding personal and professional ethics as inseparable, ‘consistently’ inspiring practice, valuing others, sustaining a humane view of education, being sensitive to the complex local context, and leading as serving. These themes reflect the experience of being ethical as a school leader in Chile. It has been found that ethical leadership influences the relational context of leaders’ practice. Ethical leaders in education have been shown to influence educational contexts from a moral imperative that is grounded in a critical and humanistic concern that deeply affirms ‘others’ as a common good, rather than through any instrumental or technical change that they may initiate. The findings provide key elements of ethical leadership within the Chilean school context that can influence current and future school leaders’ practices and professional development. Moreover, becoming and being an ethical leader is indeed an experiential journey that integrates the leader’s personal and professional way of being. This research calls for priority to be given to the encouragement and development of ethical leadership.

year: 2010