Being Māori: culturally relevant assessment in early childhood education

Rameka, Lesley

doi:10.1080/09575146.2011.614222

Cited by 25 publications

(29 citation statements)

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“…Only then, can efforts be made to tailor instruments to these populations. Such an approach can reduce the noise and error created in analyses by employing key components of the group's culture relevant to them (Gonzalez & Trickett, 2014; Rameka, 2011). Implementation of a tailored approach may also provide richer information regarding the health behaviors of groups as the actions and activities will be culturally specific (Hitchcock et al., 2005).…”

Section: Discussionmentioning

confidence: 99%

Measuring Black Behavior: Examining the Validity of Scales of Mindfulness, Stress, and Resilience with Black/African American Women

Adkins‐Jackson

Levine

2020

Anal Soc Iss & Public Policy

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Historically, instruments normed on White people have been used with other populations implying the concepts measured are acultural. Similarly, instruments developed using both women and men have assumed there aren't differences between the groups that may be salient. However, nuances exist and pervade each assessment. This article examines the construct validity of three commonly used health behavior assessments: Five-Facet Mindfulness Questionnaire, Perceived Stress Scale, and the John Henryism Active Coping Scale. With a sample of 223 Black/African American women living in the United States, the analyses used the Rasch's partial credit model as a measure of unidimensionality. The findings reflect the complexity of measuring subpopulations using instruments normed on one group or in aggregate. Many of the items misfit due to lack of predictability or the suppression of multiple dimensions. The items that did not fit the model described activities such as "control over irritations" and having "distressing thoughts" that are experienced differently due to the intersections of discrimination that disproportionately affect Black women in comparison to their White female and Black male counterparts. Subsequently, this article advocates for the development of tailored measures of health behavior when the construct or phenomenon is experienced differently.

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Section: Discussionmentioning

confidence: 99%

Measuring Black Behavior: Examining the Validity of Scales of Mindfulness, Stress, and Resilience with Black/African American Women

Adkins‐Jackson

Levine

2020

Anal Soc Iss & Public Policy

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“…Despite the connotation of appropriation offered by 'bicultural models ' (e.g. Ministry of Education, 1993, 1996, there is a growing body of texts, linked to that offer a Māori perspective on pedagogy Te Wha¯riki (Ministry of Education, 2009;Rameka, 2003Rameka, , 2011.…”

Section: What To Read and How To Readmentioning

confidence: 98%

Out of Place: Economic imperialisms in early childhood education

Stuart

2014

Educational Philosophy and Theory

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“…Kaupapa M aori assessment is an assessment approach that is derived from the M aori world, from a M aori epistemological and ontological base where the normalcy of M aori values, understandings and behaviours are a given (Smith, 1992;Rameka, 2012;Rameka, 2013). The validity and legitimacy of M aori cultural knowledge, values and language are taken for granted with M aori experiences, processes and systems seen as central to its theoretical base and philosophical framing.…”

Section: Kaupapa M Aori Assessment Is Culturally Locatedmentioning

confidence: 99%

“…• Tinihanga: cunningness, trickery, deception, testing limits, challenging, questioning, curiosity, exploring, risk taking, lateral thinking. (Rameka, 2012;Rameka, 2013;Rameka, 2016).…”

Section: Purakau-traditional Narratives/mythsmentioning

confidence: 99%

Kaupapa Māori Assessment: Reclaiming, Reframing and Realising Māori Ways of Knowing and Being Within Early Childhood Education Assessment Theory and Practice

Rameka

2021

Front. Educ.

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The history of schooling for Māori has been one of cultural dislocation, deprivation and subjugation. Māori children were viewed as outside the norms of development suffering from “intellectual retardation” which was attributed to disabilities related to acculturation. Traditional western assessment served to further these Eurocentric power ideologies that marginalise non-European peoples and cultures, such as Māori, as backward, inferior and deviant. Kaupapa (philosophical) Māori assessment can be viewed as an assessment approach that is derived from the Māori world, from a Māori epistemological perspective that assumes the normalcy of Māori values, understandings and behaviours. The validity and legitimacy of Māori language, cultural capital, values and knowledge are a given. Kaupapa Māori assessment works to challenge, critique and transform dominant educational perceptions of the Māori child, the nature of learning, pedagogy, and culturally valued learning. This article explores ways that kaupapa Māori assessment builds upon Māori philosophical and epistemological understandings to express Māori understandings of knowledge, knowers and knowings, in order to reclaim, reframe and realise Māori ways of knowing and being within early childhood and assessment theory and practice.

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Being Māori: culturally relevant assessment in early childhood education

Cited by 25 publications

References 1 publication

Measuring Black Behavior: Examining the Validity of Scales of Mindfulness, Stress, and Resilience with Black/African American Women

Measuring Black Behavior: Examining the Validity of Scales of Mindfulness, Stress, and Resilience with Black/African American Women

Out of Place: Economic imperialisms in early childhood education

Kaupapa Māori Assessment: Reclaiming, Reframing and Realising Māori Ways of Knowing and Being Within Early Childhood Education Assessment Theory and Practice

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