Puna kōrero: Learning from the parents of Māori and Pasifika students

Riwai-Couch, Melanie; Bull, Ally; Nicholls, Jane

doi:10.18296/set.0162

Cited by 13 publications

(16 citation statements)

References 1 publication

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“…This article is a summarised version of the report by Riwai-Couch et al (2020). The full report can be accessed from: http://www.evaluate.co.nz/key-readings/school-ledlearning-voices-of-parents-of-maori-and-pasifika-students/.…”

Section: Acknowledgementsmentioning

confidence: 99%

“…As a result of COVID-19 and the government's measures to control it, Term 2, 2020 began with New Zealand school students learning from home rather than at school. This article reports on the results of a survey that explored the experiences of some parents of Māori and Pasifika students during their first week of this school-led learning at home (Riwai-Couch et al, 2020). It uses some direct content from the original survey report and summarises other parts.…”

mentioning

confidence: 99%

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Puna kōrero: Learning from the parents of Māori and Pasifika students

Riwai-Couch¹,

Bull²,

Nicholls³

2020

Set

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• The disruption to school as we know it caused by COVID-19, and the government's efforts to contain it, provide an opportunity to explore new ways of thinking about school and how to improve our education system. This means making it more equitable and better able to support education success for Māori and Pasifika students. • Diverse voices provide valuable perspectives that are critical for understanding the complexity of the system. Hearing from parents of Māori and Pasifika students and other groups underserved by our current education system is particularly important. • There is the potential to build on the experiences of school-led learning at home to strengthen the partnerships between schools and the communities they serve.

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Section: Acknowledgementsmentioning

confidence: 99%

mentioning

confidence: 99%

Puna kōrero: Learning from the parents of Māori and Pasifika students

Riwai-Couch¹,

Bull²,

Nicholls³

2020

Set

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“…In this, Covid-19 has not created new problems but highlighted longstanding ones." In contrast to Moore and Andersen's study (2020), findings from the other studies highlight poor internet connectivity, lack of devices and limited digital literacy as the first set of barriers that disadvantaged students were to face (Education Review Office, 2020a, b;Hood, 2020a, b;Greater Christchurch Schools Network, 2020;Leeson et al, 2020;Riwai-Couch et al, 2020). As Hood (2020a: 4) notes, "The most immediately apparent embodiment of this inequality was those students who did not have access to a device or internet connection at home."…”

Section: Learning Provisions: Starting At Different Placesmentioning

confidence: 83%

“…Some of the variation is explained by the different ways that schools and teachers approached lockdown teaching and learning or in terms of the ways students engaged with and experienced what was provided for them (Hood, 2020a, b). Overall, however, the studies highlight that prior economic and social disadvantage led to a digital divide that exacerbated existing educational inequity (Education Review Office, 2020a, b;Hood, 2020a, b;Greater Christchurch Schools Network, 2020;Leeson et al, 2020;Moore & Andersen, 2020;Riwai-Couch et al, 2020). The first six factors (a-f) focus more on the learning provisions, such as digital access and devices, the home study environment and materials or content for learning.…”

Section: A Synthesis Of Recent New Zealand-based Lockdown Learning Stmentioning

confidence: 99%

“…The second immediate barrier that students in disadvantaged communities faced was the lack of a conducive environment in which to study (Education Review Office, 2020b;Hood, 2020a, b;Greater Christchurch Schools Network, 2020;Leeson et al, 2020;Riwai-Couch et al, 2020). In crowded homes, often there was not a suitable space to study or the space, along with any learning devices, was shared with other siblings.…”

Section: Learning Provisions: Starting At Different Placesmentioning

confidence: 99%

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COVID-19 and the exacerbation of educational inequalities in New Zealand

2021

PiE

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New Zealand's response to the COVID-19 pandemic was "to go fast and go hard". This directive meant closing the borders, requiring returning New Zealanders to go into two-week self-isolation and, on 25 March 2020, putting the entire country into full lockdown. Schools had a short period of time to get ready to offer online learning. The move highlighted the country's social, economic and educational divide. On television we were shown children with laptops working at home in their designer living rooms, talking to their teachers through Zoom with their parents hovering around supportively. However, this was not the reality for all. There are parts of the country with limited or no Internet connectivity. There are high poverty areas where households do not have basic materials, let alone computers or other devices suitable for use as learning platforms. A survey of schools showed that only half the schools in the country felt that their students would be able to access online learning. The Ministry of Education had to quickly organise the delivery of learning packs of printed materials to outlying areas, laptops and modems to low-income communities and set up a home-learning television channel with programmes in English and te reo Māori (the indigenous language). Studies are now revealing that despite these efforts, and as the COVID-19 economic impacts begin to bite, New Zealand's at-risk students have fallen even further behind. This article discusses these research findings and highlights what was learnt from the COVID-19 experience in order to begin to redress these disparities.

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Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic

Hunter

Tupouniua

et al. 2021

Knowledge Studies in Higher Education

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The COVID-19 pandemic has caused new ways of doing and being, both in education systems and beyond across the world. In the context of Aotearoa/New Zealand, the widely supported government approach focused on the well-being of the nation with a position that saving lives was more important than maintaining an open economy. As researchers and educators, we supported teachers as they worked with their students in their home settings. This provided us with an opportunity to explore a vision of a reinvented system of mathematics education beyond institutional and formal structures of schools. In this chapter, we present the analysis of the responses from 24 educators mainly from low socioeconomic urban settings as they reflected on how they enacted mathematics teaching and learning during the lockdown while connecting with students and their families as well as their subsequent learning from this experience. Results highlighted that the mathematical learning of students went beyond what was accessed by digital means and included parents drawing on rich everyday opportunities. A key finding was that by supporting and privileging the well-being of students and communities, the connections and relationships between educators and families were enhanced.

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Puna kōrero: Learning from the parents of Māori and Pasifika students

Cited by 13 publications

References 1 publication

Puna kōrero: Learning from the parents of Māori and Pasifika students

Puna kōrero: Learning from the parents of Māori and Pasifika students

COVID-19 and the exacerbation of educational inequalities in New Zealand

Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic

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