Huakina Mai: A Kaupapa Māori Approach to Relationship and Behaviour Support

Savage, Catherine; Macfarlane, Sonja; Macfarlane, Angus; Fickel, Letitia; Hemi, Hemi Te

doi:10.1017/jie.2014.23

Cited by 9 publications

(10 citation statements)

References 7 publications

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“…In addition, 15 references showed that school personnel's acknowledgment of different ways of knowing, cultures, family structures and first languages was a huge enabler of establishing a culturally responsive relationship with Indigenous families. This relationship was established when schools began to respect aspects of culture, families' pride and beliefs, and Indigenous language; considered them as part of the learning system (Barblett et al, 2020; Huber et al, 2018; Lowe, 2017; Madden et al, 2013; Savage et al, 2014); and developed holistic policies that ensured the eradication of cultural discrimination in all aspects (Savage et al, 2014). Attempts at recognising Indigenous culture within the school's teaching and learning allowed families to understand that schools did not discard Indigenous children's culture and ways of knowing (Grace & Trudgett, 2012; Paradise & Robles, 2016).…”

Section: Resultsmentioning

confidence: 99%

A systematic review of Indigenous parents' educational engagement

Sianturi

Lee

Cumming

2022

Review of Education

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The vital role of parents in Indigenous children's education has long been recognised in the school system; however, there is still limited understanding of the complex challenges experienced by parents in their educational engagement. This systematic review synthesised evidence from 41 studies to provide an understanding of Indigenous parents' perceptions about their educational engagement and strategies used by schools to facilitate their engagement. By employing a qualitative thematic synthesis, we identified three main themes: (1) the self‐perceived roles of Indigenous parents; (2) factors that hinder educational engagement; and (3) strategies that can support Indigenous parents. The findings suggest that cultural issues greatly influence the way parents perceive their role and are at the root of the hindering factors and effective strategies for increasing parental engagement. Schools' personnel can create opportunities for authentic collaboration with parents by undertaking a comprehensive identification of impeding factors and employing a strength‐based framework that acknowledges the importance of integrating cultural aspects and culturally responsive approaches.

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Section: Resultsmentioning

confidence: 99%

A systematic review of Indigenous parents' educational engagement

Sianturi

Lee

Cumming

2022

Review of Education

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“…Expanding on their argument, I would suggest that taking a whole school inclusive approach from a holistic perspective does not stop at considering inclusion for students but looks at an inclusive environment for all members of the school community: students, teachers, principal, administrators, cleaning staff, garden and property staff, parents, and local community. In a New Zealand context, a close connection between school and local community is highly desirable from a kaupapa Māori (indigenous) perspective (Savage et al, 2014). It has been shown, however, that close connections between schools and local communities are beneficial for students in general (Sheldon, 2007), as will be discussed further below in Sphere 4.…”

Section: Sphere 3 -A Whole School/centre Approachmentioning

confidence: 99%

“…Taking an evidencebased approach to practice that includes these three circles of evidence is likely to create a more inclusive environment for children through bonding and belonging as well as consideration of their unique situation. In the New Zealand context, Sonja Macfarlane (in Savage et al, 2014) advocates moderation of this EBP approach through the lenses of tika (right; correct), pono (integrity; fairness) and aroha (care; compassion) to adapt it to the Māori cultural context, similarly emphasising the role of family and whānau as part of evidence supporting good inclusive practice.…”

Section: Sphere 4 -A Community Approachmentioning

confidence: 99%

Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development

Teschers¹

2020

teacherswork

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The notions of inclusion and diversity have seen an increased used in a wide variety of areas in public debate and policy, and are widely used in educational documents in New Zealand and international since the UNESCO Salamanca Statement in 1994. What is meant by inclusion and diversity in many of these context is often rather unclear, however. The discourse of inclusion could be described as having become the standard for political correctness in official language, without always consequently reflecting on and applying the implications that the use of inclusive language implies. This includes educational settings such as schools and centres, but also government policies that use inclusive language and promote inclusion. It seems, however, that many centres and policies still operate under a mainstreaming/integration discourse mind-set. In educational philosophy and theory, the notion of inclusion and inclusive education has been discussed widely and many aspects relevant to inclusive practices have been discussed in depth. What seems in need of further attention are broader models and frameworks that capture the range of aspects involved and the complexity of inclusive education in theory and practice. One such model that focuses on five aspects of inclusive education will be introduced in this article and discussed how this model could support policy, curriculum and classroom decision making.

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“…Within education and health communities, and particularly within the framework of supporting indigenous communities, there is a strong international movement towards taking a strengths-based perspective to supporting children with higher needs, their families, and their communities (Broski & Dunn, 2018;Cooper & Driedger, 2018;Savage et al, 2014;Schlechter et al, 2019). A strengths-based (or solution-based) perspective within an education context focuses on what children are achieving, the learning conditions, the teaching practices, and the family and community supports that lead to successful outcomes.…”

Section: Introductionmentioning

confidence: 99%

A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework

et al. 2022

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The Better Start Literacy Approach (BSLA) is a strengths-based approach to supporting children’s literacy learning in their first year of school. Previous research has shown the approach is effective at accelerating foundational literacy knowledge in children with lower levels of oral language. This study examined the impact of the BSLA for children with varied language profiles and across schools from diverse socioeconomic communities. Additionally, a controlled analysis of the impact of Tier 2 teaching within a response to teaching framework was undertaken. Participants included 402 five-year-old children from 14 schools in New Zealand. A randomised delayed treatment design was utilised to establish the effect of Tier 1 teaching. Analyses showed a significant Tier 1 intervention effect for phoneme awareness, letter-sound knowledge, non-word reading and non-word spelling. There was no difference in intervention effects across socioeconomic groupings. Children were identified for Tier 2 teaching after 10 weeks of Tier 1 implementation. The progress of 98 children in response to Tier 2 teaching was compared to 26 children who met Tier 2 criteria but received only Tier 1 teaching within this study. Children in the Tier 2 group scored significantly higher on phonological awareness, non-word reading, and spelling than the control group at the post-Tier 2 assessment point, after controlling for pre-Tier 2 scores. The results suggest that a proactive strengths-based approach to supporting foundational literacy learning in children’s first year of school benefits all learners. The findings have important implications for early provision of literacy learning support in order to reduce current inequities in literacy outcomes.

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Huakina Mai: A Kaupapa Māori Approach to Relationship and Behaviour Support

Cited by 9 publications

References 7 publications

A systematic review of Indigenous parents' educational engagement

A systematic review of Indigenous parents' educational engagement

Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development

A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework

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