title: Effective Pākehā teachers of Māori Students

authors: Lang, Catherine Margaret

subjects: primary teaching

abstract: To teach in primary schools in Aotearoa-New Zealand means to encounter students from diverse backgrounds.  A significant proportion of those students are Māori and a significant proportion of Māori students are not achieving to their potential in school.  There are several reasons for this under-achievement, which this thesis explores, and there is substantial research evidence as to what will turn this situation around, which is also explored.  Some argue that the answer is for Māori learners to be taught by Māori teachers, and in Māori medium contexts.  This approach has achieved considerable success for a small number of Māori learners; however, the demographic data tell us that for now, the significant majority of Māori learners are in English language medium classrooms, taught by non-Māori teachers.  At present, there are not enough Māori teachers to teach all Māori learners.
The New Zealand Ministry of Education has goals for improving the achievement of Māori learners through providing “high-quality, culturally responsive education that incorporates the identity, language and culture of Māori students, and engages their parents, families and whānau” (Ministry of Education, 2008).  The Ministry and the New Zealand Teachers Council expect all teachers to be ‘culturally competent’, that is, to teach in culturally responsive ways.
The Ministry of Education’s research and development project, Te Kōtahitanga, continues to provide evidence of ‘what works’ for Māori learners in New Zealand secondary schools.  The effective teaching profile that was developed as part of this project informs this thesis.

The thesis describes qualitative, social justice-based, case study research undertaken between late 2004 and 2006 with four effective Pākehā primary teachers of Māori children, and with children from those classes and their parents/whānau.  The study sought to glean insights about what characterises effective Pākehā primary teachers of Māori students.

text: Effective Pākehā teachers of Māori Students To teach in primary schools in Aotearoa-New Zealand means to encounter students from diverse backgrounds.  A significant proportion of those students are Māori and a significant proportion of Māori students are not achieving to their potential in school.  There are several reasons for this under-achievement, which this thesis explores, and there is substantial research evidence as to what will turn this situation around, which is also explored.  Some argue that the answer is for Māori learners to be taught by Māori teachers, and in Māori medium contexts.  This approach has achieved considerable success for a small number of Māori learners; however, the demographic data tell us that for now, the significant majority of Māori learners are in English language medium classrooms, taught by non-Māori teachers.  At present, there are not enough Māori teachers to teach all Māori learners.
The New Zealand Ministry of Education has goals for improving the achievement of Māori learners through providing “high-quality, culturally responsive education that incorporates the identity, language and culture of Māori students, and engages their parents, families and whānau” (Ministry of Education, 2008).  The Ministry and the New Zealand Teachers Council expect all teachers to be ‘culturally competent’, that is, to teach in culturally responsive ways.
The Ministry of Education’s research and development project, Te Kōtahitanga, continues to provide evidence of ‘what works’ for Māori learners in New Zealand secondary schools.  The effective teaching profile that was developed as part of this project informs this thesis.

The thesis describes qualitative, social justice-based, case study research undertaken between late 2004 and 2006 with four effective Pākehā primary teachers of Māori children, and with children from those classes and their parents/whānau.  The study sought to glean insights about what characterises effective Pākehā primary teachers of Māori students.

year: 2013

title: Beyond ethics to morality: Choices and relationships in bicultural research settings

authors: Furness, Jane Amanda

subjects: Indigenous methodologies

abstract: Knowledge of ourselves as cultural beings, of the values and beliefs of those with whom we work, and of the history of relations among those in our work settings are essential for community and applied social psychologists. In New Zealand, research by non-Maori involving Maori has often mirrored the harmful colonising practices of the nation’s wider history. In response, several frameworks have been developed setting out conditions and guidelines in which non-Maori might conduct research in Maori settings responsibly and usefully. Nevertheless, views differ on the ways, and extent to which, non-Maori might be involved. Most guidelines do not provide answers to ethical nuances that may arise. This article discusses the experiences of a non-Maori community psychologist engaging in research with Maori participants in a bicultural, but predominantly Maori, school-based community education setting. Insight is provided into how kaupapa Maori approaches were applied in research that was valuable to the community.

text: Beyond ethics to morality: Choices and relationships in bicultural research settings Knowledge of ourselves as cultural beings, of the values and beliefs of those with whom we work, and of the history of relations among those in our work settings are essential for community and applied social psychologists. In New Zealand, research by non-Maori involving Maori has often mirrored the harmful colonising practices of the nation’s wider history. In response, several frameworks have been developed setting out conditions and guidelines in which non-Maori might conduct research in Maori settings responsibly and usefully. Nevertheless, views differ on the ways, and extent to which, non-Maori might be involved. Most guidelines do not provide answers to ethical nuances that may arise. This article discusses the experiences of a non-Maori community psychologist engaging in research with Maori participants in a bicultural, but predominantly Maori, school-based community education setting. Insight is provided into how kaupapa Maori approaches were applied in research that was valuable to the community.

year: 2013

title: Matamata Piako District: Demographic Profile 1986 - 2031

authors: Jackson, Natalie

subjects: Matamata -Piako District

abstract: This report outlines the demographic changes that have occurred in Matamata -Piako District, as well as what trends are expected in the future.

text: Matamata Piako District: Demographic Profile 1986 - 2031 This report outlines the demographic changes that have occurred in Matamata -Piako District, as well as what trends are expected in the future.

year: 2013-03