Sustaining Indigenous Student Participation in School Science

McRae, Hiria

doi:10.18848/1836-6236/cgp/v03i01/51299

Cited by 4 publications

(4 citation statements)

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“…PBE (Penetito, 2009) as a means of facilitating community-based science education programmes have resulted in improved academic results for Indigenous students where schools and teachers have worked alongside members of local Indigenous communities and other supporting community organisations (Aikenhead, 2001; Barnhardt & Kawagley, 2005; McRae, 2012). Other achievements for Indigenous students and their communities have also included improved student attendance, increased student interest in science and mathematics careers and increased Indigenous community involvement in science and mathematics education (Barnhardt, 2005).…”

Section: Findings and Discussionmentioning

confidence: 99%

The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys

Webber

Riley

Sylva³

et al. 2020

AJIE

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When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys.

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Section: Findings and Discussionmentioning

confidence: 99%

The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys

Webber

Riley

Sylva³

et al. 2020

AJIE

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“…There is a robust examination of ways to combine Indigenous and western sciences underway (e.g. Broadhead and Howard, 2021; McRae, 2018; Snively and Corsiglia, 2001). The interest of this discussion is the role of Indigenous ontology particularly but also axiology in the application of frameworks and methods from each scientific paradigm presented in this paper.…”

Section: Indigenous Science(s) In Actionmentioning

confidence: 99%

Working with Indigenous science(s) frameworks and methods: Challenging the ontological hegemony of ‘western’ science and the axiological biases of its practitioners

Harriden

2023

Methodological Innovations

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Globally, Indigenous scientific frameworks and methods have been damaged and derided by ‘western’ science, a strategy of the colonial project. Contemporary Australia is no exception, with the transmission of the suite of scientific values and practices formed over millennia in and for this place being actively prevented by legislation, government policies and colonial opprobrium. This paper shows how two crucial Indigenous science(s) frameworks, used alongside two Indigenous research methods, can transform hegemonic scientific research and fieldwork priorities and practices. This transformation occurs because of the focus of each framework. The first, centring country, requires decentring the human to bring forth the needs of the web of relationships that is country. The second framework, relational accountability, is about tending to a broad range of relationships, are often kin-based and including the other-than-human, with yindyamarra (or local equivalent). Relational accountability also offers an inbuilt ethic of care superior to institutional ethics protocols. By describing these frameworks and methods and discussing how and when to use them, this paper supports their greater understanding and more widespread use, particularly by Indigenous practitioners, so we may continue to (re)build what colonisation has damaged.

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“…An increasing number of Māori-focused research projects are using Kaupapa Māori principles as the basis of their methodological principles in a range of areas including Māori language revitalisation (Pihama et al, 2002), health (Walker et al, 2006) and education (Taiwhati, Toia, Te Maro, McRae & McKenzie, 2010;Tuuta et al, 2004). There are also recent examples of specifically focused education research projects based on Kaupapa Māori theory practices (McRae, 2012;McRae et al, 2010). This research is a critical analysis of how one Māori community engages with a critical issue in Māori education with the intention of providing solutions for Māori.…”

Section: Kaupapa Māori Researchmentioning

confidence: 99%

“…The maintenance of whakapapa was also fundamental for this research as the relationships the researcher had with the chosen research location and participants is beyond the boundaries of this particular project, which is a common implication for Māori researchers (Hudson & Russell, 2009;Kidman, 2007;Mead, 2003). The researcher aims to continue to build on their contribution to their whānau, hapū, iwi and wider Māori communities (McRae, 2012;McRae & Taiwhati, 2011;McRae et al, 2010) through being involved in future research projects and resulting practical outcomes. Therefore, the continued employment of Kaupapa Māori theory in their methodological and ethical practices is fundamental.…”

Section: Ethics Approvalmentioning

confidence: 99%

Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration

McRae¹

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<p>This thesis aims to provide a pathway to improve Māori student engagement with science education. Internationally, some indigenous communities have worked with schools in the delivery of science programmes, resulting in positive indigenous student engagement. These outcomes show that together indigenous students, schools and indigenous communities can contribute to the development of their particular place when science programmes allow the exploration of self, relating to others, the local environment and the wider world. This thesis investigates the perceptions of Māori students, teachers and kaumātua of science education in the Māori tribal community of Ngāti Whakaue to identify how Ngāti Whakaue is recognised in school science programmes. Individual and focus group interviews were conducted with local Māori elders, Māori secondary science students, and secondary science teachers from six English and Māori medium secondary schools in Rotorua. Data analyses revealed that participant perceptions and experiences of place, science and the Māori culture were disconnected from Ngāti Whakaue, despite its rich potential as a setting for science education. Participants held diverse perceptions and views within and between groups, including student and teacher understandings of Māori culture, attitudes regarding the place of Māori culture and knowledge in science education, and preferences regarding teaching and learning styles. Findings are examined as to how schools and Ngāti Whakaue could work together to better support positive Māori student engagement with science education and suggestions are made about how these relationships could be improved.</p>

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Sustaining Indigenous Student Participation in School Science

Cited by 4 publications

References 0 publications

The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys

The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys

Working with Indigenous science(s) frameworks and methods: Challenging the ontological hegemony of ‘western’ science and the axiological biases of its practitioners

Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration

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