Cross-sector perspectives: how teachers are responding to the ethnic and cultural diversity of young people in New Zealand through visual arts

Smith, Jill; Pohio, Lesley; Hoeberigs, Robert

doi:10.1080/2005615x.2018.1460895

“…I have taught in Palestinian refugee camps in Lebanon, dance schools in Jordan, folk dance companies in Egypt, universities in China, and an array of learning environments in Aotearoa/New Zealand, which perhaps has the most diverse student cohort that one could imagine (J. Smith et al, 2018) -Norway should have then been a breeze. However, it is perhaps the idea that it is indeed similar to what I was used to, or what I assumed it to be similar, was where the first issue arose.…”

Section: Introductionmentioning

confidence: 99%

Assisting. Reconstructing a Cooperation Pattern on a Video Basis among Co-teachers in the Programme Jedem Kind ein Instrument

Kranefeld¹,

Heberle²,

Duve³

2021

Utdanning I Kunstfag: Samarbeid, Kvalitet Og Spenninger

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The programme “Jedem Kind ein Instrument”1 (JeKi) in Germany demands the cooperation between primary school and music school teachers, working in teams of two for one lesson each week during the first year of school to offer basic musical training and to present various musical instruments. The ideal that the teachers’ skills complement each other is guiding the programme but preliminary results from a study on JeKi showed that there is hardly any coordination prior to co-taught classes, mostly due to a lack of time. This leads to the relevant research question concerning how teachers collaborate for co-classes when the very requirements for successful collaboration, i.e., coordination and communication, are mostly missing, but co-teaching still takes place, albeit sporadically. In order to address this desideratum, this video study tries to reconstruct an interactional framing of assistance as the predominantly found model of cooperation between music teachers from different professional backgrounds.2

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“…Hindle, Savage, Meyer, Sleeter, Hynds & Penetito, 2011;Smith, Pohio, & Hoeberigs, 2018). Of course, this is a more recent development, as earlier colonial attitudes towards Māori resulted in harmful and biased research (Walker, Eketone, & Gibbs, 2006).…”

Section: Methodsmentioning

confidence: 99%

“…However, many teachers fail to implement in their practice ways to engage students who are not from similar backgrounds to themselves (Zipin, 2009). The majority of New Zealand teachers identify as European, and are more likely to be female (Smith, Pohio, & Hoeberigs, 2018). Māori and Pasifika student populations have risen however, resulting in a mismatch of culture in the classroom (Smith, Pohio, & Hoeberigs, 2018).…”

Section: Māori In the New Zealand Education Systemmentioning

confidence: 99%

“…The majority of New Zealand teachers identify as European, and are more likely to be female (Smith, Pohio, & Hoeberigs, 2018). Māori and Pasifika student populations have risen however, resulting in a mismatch of culture in the classroom (Smith, Pohio, & Hoeberigs, 2018). Teachers can be unaware of how their expectations influence their approach to planning, content, or assessment (Timperley & Robinson, 2001).…”

Section: Māori In the New Zealand Education Systemmentioning

confidence: 99%

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SpLD - Silent Learning Difficulties? Factors influencing literacy learning of Māori students, as identified by teachers, SENCo, and parents

Smallbone¹

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<p>This qualitative research study, conducted in primary English-medium schools in a mid-sized, central New Zealand city, uses mixed-methods to investigate the factors that teachers, special education needs coordinators (SENCo), and parents identify as influencing Māori student literacy learning. It looks at the prevalence of discourse around specific learning difficulties (SpLD), and whether the different parties consider SpLD as a potential reason behind low literacy achievement among Māori students. The motive for the study is to begin a conversation around the possibility of SpLD being overlooked in favour of socio-cultural understandings of literacy learning. It uses a critical theory lens and touches on the potential influence of unconscious bias amongst participant teachers. Data collection methods included an online survey, sent to all of the schools in the area for teaching staff to complete, interviews conducted with teachers and SENCo, both online and in person, and focus groups with groups of parents, in neutral and welcoming environments. There are three significant findings, and the study concludes that teachers, SENCo, and parents tend to look for social and cultural causes where there is low literacy achievement amongst Māori students. The three main findings are that teachers look ‘outwards’, to influences on literacy learning such as socioeconomic status, transiency, home background, and oral language development. Secondly, both teacher and parent participants generally do not consider specific learning difficulties as one of the main influences on literacy learning. There seems to be a lack of confidence amongst teachers in supporting students who have been identified as having a SpLD. The final major finding was that teachers, SENCo, and parents all agreed on and promoted the importance and value of relationships between teacher and child, and whānau as underpinning the student’s learning.</p>

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“…The work drawn on in the literature review explores the clashing of cultures that often seems to occur in New Zealand schools (e.g. Smith, Pohio, & Hoeberigs, 2018). If teachers are unaware of their biases, a failure to connect with students from cultures other than the teacher's own will be perpetuated in the classrooms.…”

Section: Teachers Are Influenced By Unconscious Biasmentioning

confidence: 99%

SpLD - Silent Learning Difficulties? Factors influencing literacy learning of Māori students, as identified by teachers, SENCo, and parents

Smallbone¹

0

View full text Add to dashboard Cite

<p>This qualitative research study, conducted in primary English-medium schools in a mid-sized, central New Zealand city, uses mixed-methods to investigate the factors that teachers, special education needs coordinators (SENCo), and parents identify as influencing Māori student literacy learning. It looks at the prevalence of discourse around specific learning difficulties (SpLD), and whether the different parties consider SpLD as a potential reason behind low literacy achievement among Māori students. The motive for the study is to begin a conversation around the possibility of SpLD being overlooked in favour of socio-cultural understandings of literacy learning. It uses a critical theory lens and touches on the potential influence of unconscious bias amongst participant teachers. Data collection methods included an online survey, sent to all of the schools in the area for teaching staff to complete, interviews conducted with teachers and SENCo, both online and in person, and focus groups with groups of parents, in neutral and welcoming environments. There are three significant findings, and the study concludes that teachers, SENCo, and parents tend to look for social and cultural causes where there is low literacy achievement amongst Māori students. The three main findings are that teachers look ‘outwards’, to influences on literacy learning such as socioeconomic status, transiency, home background, and oral language development. Secondly, both teacher and parent participants generally do not consider specific learning difficulties as one of the main influences on literacy learning. There seems to be a lack of confidence amongst teachers in supporting students who have been identified as having a SpLD. The final major finding was that teachers, SENCo, and parents all agreed on and promoted the importance and value of relationships between teacher and child, and whānau as underpinning the student’s learning.</p>

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Cross-sector perspectives: how teachers are responding to the ethnic and cultural diversity of young people in New Zealand through visual arts

Cited by 12 publications

References 12 publications

Assisting. Reconstructing a Cooperation Pattern on a Video Basis among Co-teachers in the Programme Jedem Kind ein Instrument

Assisting. Reconstructing a Cooperation Pattern on a Video Basis among Co-teachers in the Programme Jedem Kind ein Instrument

SpLD - Silent Learning Difficulties? Factors influencing literacy learning of Māori students, as identified by teachers, SENCo, and parents

SpLD - Silent Learning Difficulties? Factors influencing literacy learning of Māori students, as identified by teachers, SENCo, and parents

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