Succeeding as Māori: Māori Students’ Views on Our Stepping Up to the Ka Hikitia Challenge

Berryman, Mere; Eley, Elizabeth

doi:10.1007/s40841-017-0076-1

Cited by 40 publications

(32 citation statements)

References 1 publication

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“…Ka Hikitia is a framework to assist educators in improving educational outcomes with and for Māori, in order to address under-performance in Education. Students were asked in Berryman and Eley's (2017) research to comment on their schooling experiences to evaluate the effectiveness of Ka Hikitia policy measures that aimed to impact on student perceptions of being Māori in schools. The consultation was culturally appropriate with students attending a hui (meeting) at a marae (meeting ground).…”

Section: Decolonising Voicementioning

confidence: 99%

“…The students knew the interview questions ahead of time and could consult with peers and whānau (family) if they wished. Voice in these two examples was collected as means to speak back to power, to enable teachers to see how "power works in relation to culture in classrooms" (Bishop, 2012, p. 44), and at policy level to illustrate students' experiences of negative stereotyping in order to make a case for the urgency of decolonising practices in the Aotearoa/New Zealand Education system (Berryman & Eley, 2017). The stories of indigenous students, particularly when they speak back to hegemonic classroom practices and are embedded in a respectful process of reform, have influence.…”

Section: Decolonising Voicementioning

confidence: 99%

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Untitled

2019

AJTE

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While a range of typologies frame and critique the scope, purpose and power relations of different student voice approaches, it is timely to look at the direction that student voice literature has taken in recent years and map dominant discourses in the field. In the article the following questions are addressed: (a) What are the dominant discourses in student voice literature? (b) What are the ways forward, to ensure there is both systemic quality assurance and democratic (if not radical) student participation? The discourses named and interrogated in this article include: governmentality; accountability; institutional transformation and reform; learner agency; personalising learning; radical collegiality; socially critical voice; decolonising voice; and refusal. Consideration is given to the ongoing impetus to position students as consumers and resources for quality control. It is an ongoing concern that student voice projects can miss opportunities for reconfiguring the status of students within democratic schooling partnerships. There is an important role for ongoing and initial teacher education that addresses a politics of voice associated with systemic quality assurance, decolonisation and democracy.

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Section: Decolonising Voicementioning

confidence: 99%

Section: Decolonising Voicementioning

confidence: 99%

Untitled

2019

AJTE

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“…The underpinning aim of the consortium's resultant model, "Kia Eke Panuku" was for secondary schools to give life to the Ka Hikitia policy by addressing the aspirations of Māori communities and supporting Māori students to pursue their potential (Berryman & Eley, 2017). The evidence-based inquiry approach was designed to focus on what schools' leadership, teachers, and in turn, Māori students and whānau could do in response to evidence about strengths and/or challenges identified from the range of contexts and settings in which they each engaged.…”

Section: Building On Success: Kia Eke Panuku (Note 6)mentioning

confidence: 99%

Development of an Observation Tool Designed to Increase Cultural Relationships and Responsive Pedagogy to Raise the Achievement of MĀOri Students in Secondary Classrooms in Aotearoa New Zealand

Berryman¹,

Wearmouth²

2018

JED

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The paper discusses the development and conventions for use of a classroom observation tool designed to support secondary school teachers in Aotearoa New Zealand to develop respectful learning relationships and culturally responsive pedagogy in their classrooms. This tool was created within a programme of teacher professional development to support the improvement of indigenous Māori students’ achievement and engagement in learning. The Ministry of Education recognised the need for an extensive change in practices across the entire education sector that required a shift in thinking and behaviour. The observation tool was therefore designed to support formative assessment, focused on change, through deliberate and democratic professionalism. Initial data, whilst not conclusive, suggest this tool has the potential to support more effective cultural relationships and responsive pedagogy in classrooms thus improving learning and engagement among Māori students through increased self-efficacy, pride and a sense of themselves as culturally located.

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“…The Education Review Office (ERO, 2010) reported the initial uptake of Ka Hikitia by schools was positive, with over two thirds of primary and secondary schools including Ka Hikitia aims as part of their practice and policies within one year of its release. However, in their critique of the effectiveness of Ka Hikitia, using Māori student voice, Berryman and Eley (2017) note subsequent evaluations of Ka Hikitia by the Office of the Auditor General from 2012 to 2016 saw uptake as poor due to weak implementation processes led by the Ministry of Education. The potential for Ka Hikitia to be transformational for Māori student success, that reflects Māori needs and aspirations, endorsed by research and supported by Māori is undisputed by the Auditor General (Office of the Auditor General, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…The potential for Ka Hikitia to be transformational for Māori student success, that reflects Māori needs and aspirations, endorsed by research and supported by Māori is undisputed by the Auditor General (Office of the Auditor General, 2013). Berryman and Eley (2017) argue that the principles outlined in Ka Hikitia are yet to be realised and implemented by policymakers, educators and schools in integral and pragmatic ways to ensure positive shifts for Māori students. Tātaiako -A set of cultural competencies for teachers of Māori students (Ministry of Education, 2011) -was developed in partnership between the New Zealand Teaching Council and Ministry of Education as a complementary resource for teachers to align with to help implement the expectations and aims of Ka Hikitia.…”

Section: Introductionmentioning

confidence: 99%

Ensuring Māori student success and inclusion of te aō Māori through initial teacher education

McRae

Averill

2020

nzaroe

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Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.

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Succeeding as Māori: Māori Students’ Views on Our Stepping Up to the Ka Hikitia Challenge

Cited by 40 publications

References 1 publication

Untitled

Untitled

Development of an Observation Tool Designed to Increase Cultural Relationships and Responsive Pedagogy to Raise the Achievement of MĀOri Students in Secondary Classrooms in Aotearoa New Zealand

Ensuring Māori student success and inclusion of te aō Māori through initial teacher education

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