Mana Ūkaipō: Māori Student Connection, Belonging and Engagement at School

Abstract

This paper describes the background, methods and key findings from a research project conducted in one Kāhui Ako (Community of Learning) in a city in New Zealand. All 12 schools had significant numbers of Indigenous Māori students whose iwi (tribal) ancestry connected to the region over centuries. Using a mixed methods approach, the study investigated the specific ‘across and within’ school interventions that positively impacted Māori student engagement in learning. Evidence was collected by seeking the views and opinions of students, teachers and whānau (family). Interventions and strategies included collaboration between Māori teachers and across-school leaders, positive school culture focused on the health and well-being of students, localised curricula, and substantial use of te reo Māori and tikanga in most schools. School principals reported limited collaboration with each other due to perceived competition between schools for student enrollments, which is counter to the policy drivers for the Kāhui Ako initiative. Results indicated that culturally inclusive leaders and teachers must deliberately focus on motivating students for their positive futures. This is key to improving the academic and social outcomes for Māori students.

Belonging: Improving outcomes for a diverse range of high school students. A qualitative systematic literature review

“…Research demonstrates that the structure of many state schools in Aotearoa-New Zealand, premised on outdated imperialistic and colonial thinking (Valencia, 2020), is not benefiting a diverse range of young people (Highfield & Webber, 2021). Furthermore, evidence highlights the ongoing negative impact of neo-colonial education systems for Māori (Berryman & Eley, 2019).…”

“…Spotlighting the value of belongingness in relation to improved outcomes for a diverse range of young people has immediate relevance for the wellbeing of youth in Aotearoa-New Zealand. For this review, outcomes for a diverse range of students refer to those disproportionately represented in poor outcome data, encompassing Māori and Pasifika students, students from low socio-economic backgrounds, diverse and minority groups, and those with specific learning, physical and/or mental health needs (Highfield & Webber, 2021;Menzies et al, 2020;Sanders & Munford, 2016). Additionally, the notion of improved outcomes signifies experiencing success in school and being provided with opportunities to reach their full potential through education (MoE, 2017(MoE, , 2021b.…”

“…It is important to note that as a bicultural nation, Aotearoa-New Zealand's educational policies and practices are guided by a commitment to honouring the principles of Te Tiriti o Waitangi (MoE, 2021b). Yet, as Highfield and Webber (2021) reflect, despite 50 years of educational reforms, very little has changed in relation to outcomes for Māori.…”

Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing

“…Critical to developing culturally responsive practices is fostering the "development of values and capabilities in tangible ways" through shifts in consciousness and practice through a "holistic commitment to change" (Averill & McRae, 2019, p.296). Developing SEL practices that are culturally responsive and sustaining requires integration across the curriculum, pedagogical practices, and leadership across all school levels (Highfield & Webber, 2021). Classrooms are one context, within mainstream education to explore and identify values and capabilities that may contribute to developing SEL practices and student wellbeing (Rimm-Kaufman & Hulleman, 2015).…”

“Whiriwhiria, kia ora ai te tamaiti”: an exploration of mātauranga Māori to support day-to-day learning in five primary schools in regional New Zealand

“…It incorporates the understanding and comprehension of tikanga (customary and cultural practices) and encompasses both physical and non-physical elements, such as wairua (the spiritual aspect). Previous research highlights that mātauranga Māori and Te Ao Māori (Māori worldview) are essential for education and learning in the school environment for Māori to live and succeed as Māori, meaning their Māori identity is strong (Durie, 2003; Evans, 2020; Highfield & Webber, 2021; Macfarlane, 2015). This is further supported by community group model building with rangatahi (adolescents) and community stakeholders who identified mātauranga Māori in schools as a priority for improved wellbeing, and proposed improvements such as mātauranga Māori-inspired learning and doing throughout schools and integrating tikanga Māori processes (McKelvie-Sebileau et al, 2022).…”