Leading Transformative Education Reform in New Zealand Schools

Eley, Elizabeth; Berryman, Mere

doi:10.1007/s40841-018-0122-7

Cited by 9 publications

(3 citation statements)

References 7 publications

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“…Brison (2011) concludes that students construct new knowledge based on their interaction between what they already know and believe and experience. Similar sentiments are echoed by (Eley & Berryman, 2019;McKinley et al, 1992) that most Pasifika (a label used by the Ministry of Education to group Pacific ethnicities) students learn better when the context in which they learn is familiar to them because they can relate the concepts to their everyday life. According to Bakalevu (1997) "A Fijian set to work on his own easily loses heart and becomes lackadaisical and without interest in the task" (p. 74).…”

Section: Introductionmentioning

confidence: 78%

Weaving CLES-FS and talanoa to capture Fijian student's science learnings: Exploring possibilities

Chand

Sahrma²,

Taylor³

2021

WJE

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This study seeks to explain how a modified Constructivist Learning Environment Survey (CLES) was implemented together with talanoa to explore Fijian students' perceptions of a constructivist learning environment in the science classroom in New Zealand secondary schools. The modified CLES, called CLES-FS, was developed explicitly for Fijian students in the New Zealand secondary schooling context. The adapted CLES-FS instrument included five components of constructivist learning: relationship and identity, familiar context, talanoa, critical voice and shared control. The inclusion of talanoa within the CLES-survey tool has not been done before to collect data from iTaukei (Indigenous) and Fijian-Indian students. The implication of using talanoa alongside CLES-FS has provided the unfolding of possibilities when weaving together qualitative as well as quantitative data. As an emerging Pacific researcher, the exploration exercise is essential learning that helps make sense of what it means to engage in research, particularly within the post-Covid context.

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Section: Introductionmentioning

confidence: 78%

Weaving CLES-FS and talanoa to capture Fijian student's science learnings: Exploring possibilities

Chand

Sahrma²,

Taylor³

2021

WJE

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“…Whether relating to school culture, teaching practice, or educational outcomes, decisive, informed, purposeful, and adaptive leadership is identified as critical to driving change (Eley & Berryman, 2018;Trimmer et al, 2019). In schools with significantly higher Indigenous populations, there has been a considered and centralised collective effort to co-constructing curriculum in ways that empower community leaders, serve individual students, and reflect community aspirations (Lowe et al, 2019).…”

Section: Leadershipmentioning

confidence: 99%

Lessons to learn, discourses to change, relationships to build: How Decolonising Race Theory can articulate the interface between school leadership and Aboriginal students’ schooling experiences

2022

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When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school–community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view these themes through a critical Indigenous lens to understand the Principals’ discourses around Aboriginal student experiences at school and their role in improving outcomes. This revealed contradictory positionings within and between Principal comments, from blaming students and their families for their underachievement, to implementing cultural programmes to build confidence to become self-determining adults. This data provides new ways of thinking through discourses about Aboriginal students and their families, communities, schools, teachers and Principals, and challenges some of the ‘regimes of truth’ that position these groups in particular ways.

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“…While there is extensive literature on Indigenous language education and Indigenous language maintenance in Australia, Canada, Aotearoa New Zealand, the United States, and other countries with Indigenous populations (Eley & Berryman, 2019;Hinton & Hale, 2001), there is little research illuminating the case of the Russian Federation which is home to more than 170 Indigenous and minority languages and more than 1 million self-identified Indigenous persons (Federal State Statistics Service (FSSS), 2010). The centuries of assimilation of minority and Indigenous groups in the country into the Russian culture and language have resulted in a gradual loss of Indigenous languages despite relatively recent movements for language preservation (Slocum, 1998).…”

Section: Introductionmentioning

confidence: 99%

Indigenous language education in Russia: current issues and challenges

Семенова

Khanolainen

Nesterova

2021

Journal of Multilingual and Multicultural Development

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Despite the high number of recognised Indigenous groups who are struggling to maintain their languages, cultures, and identities in Russia, there is little research done on the matters of cultural and linguistic revitalisation. This study sought to address this gap by exploring the views of two Indigenous groups, Karelian and Mari, on the development of their Indigenous languages and educational strategies to protect and revive their languages. The study relied on in-depth one-on-one interviews with 20 participants, ten from each Indigenous group. The findings show that despite older generations' relative proficiency and interest in their respective Indigenous languages, motivation to master them is fading among younger Indigenous populations. There is also a lack of opportunities to learn the languages including informal settings despite protections within the federal legal system. The participants identified three reasons for the rapid decrease of language speakers that include assimilation of the Indigenous groups, differences in rural and urban development, and globalization. The article concludes with recommendations on how to revitalise Indigenous languages in Russia.

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Leading Transformative Education Reform in New Zealand Schools

Cited by 9 publications

References 7 publications

Weaving CLES-FS and talanoa to capture Fijian student's science learnings: Exploring possibilities

Weaving CLES-FS and talanoa to capture Fijian student's science learnings: Exploring possibilities

Lessons to learn, discourses to change, relationships to build: How Decolonising Race Theory can articulate the interface between school leadership and Aboriginal students’ schooling experiences

Indigenous language education in Russia: current issues and challenges

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