Restructuring Minority Schooling

1993 ◽  
Vol 37 (1) ◽  
pp. 46-68 ◽  
Author(s):  
David Corson
Keyword(s):  
New Zealand ◽  
Cultural Values ◽  
Primary Schools ◽  
Language Immersion ◽  
Dominant Culture ◽  
Government Schools ◽  
Australian Education ◽  
Kaupapa Māori ◽  
Minority Schooling ◽  
Culture And Language

This article looks at organisational and curricular responses to cultural diversity which are presently operating alongside one another in New Zealand schooling. It begins with a critique of the minimal curricular response now recommended for government schools: the incorporation of programs in taha Maori (things Maori) within the mainstream curriculum of schools. It then looks at two recent responses which are structural and curricular: the modification of existing schools to take account of Maori student presence within them; and the development of Nga Kura Kaupapa Maori (Maori culture and language immersion primary schools) which are founded upon organisational and pedagogical features which are consistent with Maori cultural values. Conclusions are drawn relevant to the education of ‘involuntary minority’ cultures in Australia whose structural values and mores are very different from the dominant culture. A comparison of the values of Koori and Maori lends support to the view that Australian education could borrow with profit from the New Zealand example.

scholarly journals The voices of Samoan parents and their children: home reading practices and home-school connections

2021 ◽  
Author(s):  
◽  
Sarah Valentine
Keyword(s):  
New Zealand ◽  
Cultural Values ◽  
Primary Schools ◽  
Cultural Factors ◽  
Ministry Of Education ◽  
Reading Practices ◽  
Learning To Read ◽  
Home Reading ◽  
Social And Cultural Factors ◽  
Home And School

<p>This thesis investigates Samoan parents and their primary school aged children’s experiences and perceptions of learning to read and the role this plays in home reading practices. A key purpose was to investigate what can be learnt from Samoan born parents regarding their cultural values and understandings around learning to read. Gaining understandings of the influences and experiences these parents have had when learning to read in Samoa would provide insights into the home reading practices being used with their own children. By examining the parents’ cultural values and practices, possible connections or disconnections between home and school reading practices can be drawn.  While home and school partnerships are deemed to be important in New Zealand primary schools and by the Ministry of Education there needs to be improved understandings of the cultural values and practices that are taking place within many Samoan households regarding reading instruction. The valuing of these practices also needs to be considered with the understanding that there are diverse forms of literacy across cultural communities. The focus has been on how school reading practices can be implemented into the home environment rather than what can be learnt from home practices. This thesis has aimed to amend this by acknowledging and giving voice to Samoan born parents through discussing their own reading practices and experiences, and the influence this has had on the strategies they use when reading with their children.  Pasifika students’ learning and achievement within New Zealand schools has been identified as a key priority for the Ministry of Education. The recent Pasifika Education Plan 2013-2017 (Ministry of Education, 2013) has outlined specific goals and targets aimed at improving Pasifika educational achievement that include establishing stronger connections between home and school for Pasifika learners. If connections are to be made the influence of social and cultural factors on students’ learning and achievement needs to be identified and valued.  The methodology used was qualitative in design. A case study approach that integrated a socio-cultural perspective and the practices of Pasifika research methodology were used to allow for literacy to be seen as social practice where peoples’ views, values and experiences are used to enhance understandings of the role social and cultural factors play within education.  Data collection was through Talanoa1 individual interview sessions with five Samoan born parent participants individually. Two Talanoa sessions were held with each parent. The parent participants’ eldest children were then interviewed in pairs. The voices of the participants were used to gain insights into cultural perceptions of reading practices within school and home contexts. The parent participants’ knowledge of school reading practices was also sought. The research data was analysed by using Rogoff’s three planes of analysis (1995). Rogoff’s framework was used to interpret the key themes as they relate to the connections and/or disconnections between home and school reading practices.  The research findings indicate that strong cultural reading values and practices are in place for these Samoan parent participants. The practices being employed have been formed from their own experiences and memories of learning to read as children, in Samoa. These reading practices are based on the cultural values and actions that have been previously identified in literature on Samoan literacy (McNaughton, Amitanai-Toloa & Wolfgramm-Foliaki, 2009; Duranti & Ochs, 1993; Duranti, Ochs & Ta’ase 2004; Tagoilelagi, 1995; Tuafuti, 2000). As parents, these participants have continued to use these reading strategies and practices with their own children in New Zealand. Another key finding was that the parent participants’ knowledge of school reading practices in New Zealand was found to be limited. This finding in combination with the cultural home reading practices being employed has strong implications for home and school connections between Samoan communities and primary schools within New Zealand.</p>

He Tūhononga Whaiaro: A Kaupapa Māori Approach to Mate Wareware (Dementia) and Cognitive Assessment of Older Māori

2021 ◽  
pp. 073346482110375
Author(s):  
Oliver Menzies ◽  
Margaret Dudley ◽  
Nick Garrett ◽  
Hinemoa Elder ◽  
Piripi Daniels ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
New Zealand ◽  
Cultural Values ◽  
Indigenous Peoples ◽  
Cognitive Assessment ◽  
Healthy Aging ◽  
Social Connection ◽  
Cognitive Health ◽  
Aotearoa New Zealand ◽  
Kaupapa Māori

Aim: The aim of this study is to investigate Māori (Indigenous peoples of Aotearoa New Zealand) understandings of dementia ( mate wareware) and develop a framework to inform assessment of cognitive impairment. Method: Qualitative, kaupapa Māori (M āori approach) research with 241 older Māori ( kaumātua) involving 17 focus groups across Aotearoa New Zealand (NZ) and eight families ( whānau) from one region. We thematically analyzed transcribed data from audio-recorded interviews. Results: Two overarching themes, namely, connection ( Tūhononga) and self ( Whaiaro), and eight subthemes in particular mind ( hinengaro), spirit ( wairua), body ( tinana), family ( whānau), social connection ( whanaungatanga), identity and role ( tuakiri), place ( wāhi), and ancestors ( tūpuna) emerged. Māori language ( Te Reo Māori) was important for cognitive health. Conclusion: The findings embedded in cultural values improve understanding of dementia ( mate wareware) in Māori. These themes can inform the assessment of older Māori with cognitive impairment. For those without cognitive impairment, the Tūhononga Whaiaro framework suggests factors potentially crucial for healthy aging in Māori.

scholarly journals Māori women leading local sustainable food systems

2018 ◽  
Vol 14 (2) ◽  
pp. 147-155
Author(s):  
Karyn Stein ◽  
Miranda Mirosa ◽  
Lynette Carter
Keyword(s):  
New Zealand ◽  
Cultural Values ◽  
Case Studies ◽  
Food Systems ◽  
Food System ◽  
Community Gardens ◽  
Sustainable Food ◽  
Security Issues ◽  
The North ◽  
Kaupapa Māori

The article explores how Māori women in Aotearoa (New Zealand) are defining their own food system and the values of the women at the heart of their community food initiatives. Using a blend of participatory and kaupapa Māori (Māori principles) research methodologies, the study took place over the course of 3 years, involving four women or case studies who manage community food initiatives, with three located in the North Island and one in the South Island of New Zealand. The article discusses the benefits of community gardens and farms, noting how they are counteracting food poverty through promoting access to local food while bringing more attention to the essential role that Indigenous women play in addressing food security issues. The case studies exemplify how Māori women are leading the way within their own whānau (families) and communities, promoting local solutions to global food issues, solutions based on their own knowledge and Māori cultural values.

scholarly journals The voices of Samoan parents and their children: home reading practices and home-school connections

2021 ◽  
Author(s):  
◽  
Sarah Valentine
Keyword(s):  
New Zealand ◽  
Cultural Values ◽  
Primary Schools ◽  
Cultural Factors ◽  
Ministry Of Education ◽  
Reading Practices ◽  
Learning To Read ◽  
Home Reading ◽  
Social And Cultural Factors ◽  
Home And School

<p>This thesis investigates Samoan parents and their primary school aged children’s experiences and perceptions of learning to read and the role this plays in home reading practices. A key purpose was to investigate what can be learnt from Samoan born parents regarding their cultural values and understandings around learning to read. Gaining understandings of the influences and experiences these parents have had when learning to read in Samoa would provide insights into the home reading practices being used with their own children. By examining the parents’ cultural values and practices, possible connections or disconnections between home and school reading practices can be drawn.  While home and school partnerships are deemed to be important in New Zealand primary schools and by the Ministry of Education there needs to be improved understandings of the cultural values and practices that are taking place within many Samoan households regarding reading instruction. The valuing of these practices also needs to be considered with the understanding that there are diverse forms of literacy across cultural communities. The focus has been on how school reading practices can be implemented into the home environment rather than what can be learnt from home practices. This thesis has aimed to amend this by acknowledging and giving voice to Samoan born parents through discussing their own reading practices and experiences, and the influence this has had on the strategies they use when reading with their children.  Pasifika students’ learning and achievement within New Zealand schools has been identified as a key priority for the Ministry of Education. The recent Pasifika Education Plan 2013-2017 (Ministry of Education, 2013) has outlined specific goals and targets aimed at improving Pasifika educational achievement that include establishing stronger connections between home and school for Pasifika learners. If connections are to be made the influence of social and cultural factors on students’ learning and achievement needs to be identified and valued.  The methodology used was qualitative in design. A case study approach that integrated a socio-cultural perspective and the practices of Pasifika research methodology were used to allow for literacy to be seen as social practice where peoples’ views, values and experiences are used to enhance understandings of the role social and cultural factors play within education.  Data collection was through Talanoa1 individual interview sessions with five Samoan born parent participants individually. Two Talanoa sessions were held with each parent. The parent participants’ eldest children were then interviewed in pairs. The voices of the participants were used to gain insights into cultural perceptions of reading practices within school and home contexts. The parent participants’ knowledge of school reading practices was also sought. The research data was analysed by using Rogoff’s three planes of analysis (1995). Rogoff’s framework was used to interpret the key themes as they relate to the connections and/or disconnections between home and school reading practices.  The research findings indicate that strong cultural reading values and practices are in place for these Samoan parent participants. The practices being employed have been formed from their own experiences and memories of learning to read as children, in Samoa. These reading practices are based on the cultural values and actions that have been previously identified in literature on Samoan literacy (McNaughton, Amitanai-Toloa & Wolfgramm-Foliaki, 2009; Duranti & Ochs, 1993; Duranti, Ochs & Ta’ase 2004; Tagoilelagi, 1995; Tuafuti, 2000). As parents, these participants have continued to use these reading strategies and practices with their own children in New Zealand. Another key finding was that the parent participants’ knowledge of school reading practices in New Zealand was found to be limited. This finding in combination with the cultural home reading practices being employed has strong implications for home and school connections between Samoan communities and primary schools within New Zealand.</p>

Contributions to urban Indigenous self-determination: the story of Neeginan and Kaupapa Māori

2020 ◽  
pp. 1-9
Author(s):  
Darwin Horning ◽  
Beth Baumbrough
Keyword(s):  
New Zealand ◽  
Indigenous Knowledge ◽  
Affordable Housing ◽  
Sense Of Community ◽  
School System ◽  
Social Assistance ◽  
Self Determination ◽  
Education Programs ◽  
Government School ◽  
Kaupapa Māori

Abstract This paper considers two different Indigenous-led initiatives, the Neeginan initiative (Winnipeg, Canada) and the Kaupapa Māori movement (New Zealand), within the context of urban Indigenous self-determination, examining the role, or contributions of, each towards the realisation of Indigenous self-determination. Neeginan originates from, and focuses on, building a sense of community, through education programs, social assistance and affordable housing, with local Indigenous knowledge providing the foundational guiding principles. This is compared to the Kaupapa Māori movement's role in the revival of traditional cultural and language practices in education, which has resulted in the development of an overwhelmingly successful parallel non-government school system based on Māori culture, language and philosophy.

Current status of soil-transmitted helminthiases among pre-school and school-aged children from Ile-Ife, Osun State, Nigeria

2010 ◽  
Vol 85 (3) ◽  
pp. 234-238 ◽  
Author(s):  
O.A. Sowemimo ◽  
S.O. Asaolu
Keyword(s):  
Private Schools ◽  
Private School ◽  
Primary Schools ◽  
Current Status ◽  
Parasitic Infections ◽  
Government Schools ◽  
Government School ◽  
Soil Transmitted Helminths ◽  
School Aged Children ◽  
Stool Samples

AbstractA cross-sectional survey was conducted to determine the prevalence and intensity of soil-transmitted helminths among pre-school and school-aged children attending nursery and primary schools in Ile-Ife. Single stool samples were collected between January and March, 2009 from 352 children randomly selected from a total of 456 children attending both private and government schools. The stool samples were processed using the modified Kato–Katz technique, and then examined for the eggs of soil-transmitted helminths (STHs). One hundred and twenty-one (34.4%) samples were positive for STH eggs. The overall prevalences of Ascaris lumbricoides, Trichuris trichiura and hookworm were 33.2%, 3.7% and 0.9%, respectively. The prevalence of STH infection in government schools (47.8%) was significantly higher than in private schools (16.1%) (P < 0.001). The most common type of mixed infection was the combination of A. lumbricoides and T. trichiura (6.8%). The prevalence and intensity of A. lumbricoides rose with age. The lowest prevalence and intensity (7.7%; 0.240 ± 0.136 eggs per gram (epg)) were recorded in the 2- to 3-year-old age group, while the highest prevalence and intensity (58.7%; 1.820 ± 0.237 epg) were recorded in children aged 10 years and above. A questionnaire survey indicated that 73% of the children attending private school had been treated with anthelminthics less than 2 months prior to the collection of stool specimens, while 43% of the children attending government school received anthelminthic treatment during the same period. The findings indicate that STH infections are endemic among schoolchildren in Ile-Ife and that the burden of parasitic infections is greater in government schools than in private schools.

A STUDY ON IMPLEMENTATION OF CONTINUOUS AND COMPREHENSIVE EVALUATION IN UPPER PRIMARY SCHOOLS OF KERALA

2016 ◽  
pp. 168-176
Author(s):  
R.G Kothari ◽  
Mary Vineetha Thomas
Keyword(s):  
Primary Schools ◽  
Comprehensive Evaluation ◽  
Secondary Level ◽  
The State ◽  
Quality Of Education ◽  
Government Schools ◽  
Curriculum Framework ◽  
Powerful Means ◽  
Made In

Evaluation is widely acknowledged as a powerful means of improving the quality of education. The introduction of Continuous and Comprehensive Evaluation (CCE) is considered as one of the major steps taken in this regard to improve and strengthen the quality of learner evaluation. The state of Kerala has been going through a series of educational reforms over the last decade or so and the introduction of CCE in the state is one among them. As emphasized by Kerala Curriculum Framework (2007) the implementation of new evaluation practices focusing on CCE was introduced right from primary to secondary level. Though the state has made all-out efforts to implement CCE in its true spirit, the questions that remain unanswered are that whether CCE has been actually and effectively implemented in all classes, what problems are being faced by teachers while implementing CCE. The present paper is a brief attempt made in this regard and is directed towards answering these questions and giving suggestions for the same. The study has been conducted on teachers of upper primary government schools of Kerala.

Collaboration in research: weaving Kaupapa Māori and computer science

2021 ◽  
pp. 117718012110431
Author(s):  
Anna K Rolleston ◽  
Judy Bowen ◽  
Annika Hinze ◽  
Erina Korohina ◽  
Rangi Matamua
Keyword(s):  
New Zealand ◽  
Computer Science ◽  
Indigenous People ◽  
Design Process ◽  
Software Design ◽  
Integrated Process ◽  
Engineering Project ◽  
Aotearoa New Zealand ◽  
Treaty Of Waitangi ◽  
Kaupapa Māori

We describe a collaboration between Māori (Indigenous people of Aotearoa/New Zealand) and Tauiwi (non-Māori) researchers on a software engineering project. Te Tiriti o Waitangi (The Treaty of Waitangi) provides the basis for Māori to lead research that involves Māori as participants or intends to impact Māori outcomes. Through collaboration, an extension of the traditional four-step software design process was created, culminating in a nine-step integrated process that included Kaupapa Māori (Māori ideology) principles. The collaboration experience for both Māori and Tauiwi highlighted areas of misunderstanding within the research context based on differing worldviews and our ability to navigate and work through this. This article provides context, guiding principles, and recommended research processes where Māori and Tauiwi aim to collaborate.

Kaupapa Māori Theory-based Evaluation

2012 ◽  
Vol 12 (1) ◽  
pp. 6-18 ◽  
Author(s):  
Sandy Kerr
Keyword(s):  
New Zealand ◽  
Theory And Practice ◽  
Evaluation Theory ◽  
Kaupapa Māori ◽  
Evaluation Approaches

In an environment where Māori approaches to evaluation are developing quickly, with ever-widening influence, this article is an attempt to capture the theoretical roots of Kaupapa1 Māori evaluation approaches. From a range of Kaupapa Māori theorists, six principles are drawn and their relevance to evaluation theory and practice is discussed. These principles are then mapped to major movements in evaluation theory, illustrating how Kaupapa Māori theory-based evaluation, arising as a unique praxis within the context of Aotearoa2 New Zealand, has strong alignment with international developments.

Sign in / Sign up

Export Citation Format

Share Document