Hostname: page-component-7dd5485656-2pp2p Total loading time: 0 Render date: 2025-10-31T14:00:27.086Z Has data issue: false hasContentIssue false
  • English
  • Français

Creating Culturally-Safe Schools for Māori Students

Published online by Cambridge University Press:  22 July 2015

Angus Macfarlane ,
Ted Glynn ,
Tom Cavanagh  and
Sonja Bateman
Angus Macfarlane
Affiliation:
School of Education, University of Waikato, Private Bag 3105, Hamilton, 3240, New Zealand
Ted Glynn
Affiliation:
School of Education, University of Waikato, Private Bag 3105, Hamilton, 3240, New Zealand
Tom Cavanagh
Affiliation:
School of Education, University of Waikato, Private Bag 3105, Hamilton, 3240, New Zealand
Sonja Bateman
Affiliation:
Ministry of Education, PO Box 774, Hamilton, 2001, New Zealand
Get access

Abstract

In order to better understand the present trends in New Zealand’s schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Maori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Maori students, and discusses the importance of creating culturally-safe schools - places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Maori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Maori students.

Information

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 36 , Issue 1 , 2007 , pp. 65 - 76
Copyright
Copyright © Cambridge University Press 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Ark, T.V. (2002). The case for small high schools. Educational Leadership, 59(5), 55–59.Google Scholar
Bateman, S. (2003). Te Kupenga o te Manaaki: The net of replenishment: A collaborative process for data gathering and assessment. Hamilton, New Zealand: Author.Google Scholar
Bird, L., & Drewery, W. (2000). Human Development in Aotearoa: A journey through life. Auckland: McGraw-Hill.Google Scholar
Bishop, R. (1996). Addressing issues of self-determination and legitimation on kaupapa Māori research. In Webber, B. (Ed.). He Paepae Korero, research perspectives in Maori education (pp. 143–160). Wellington: New Zealand Council for Educational Research.Google Scholar
Bishop, R. (2005). Freeing ourselves from neocolonial domination in research: A kaupapa Māori approach to creating knowledge. In Denzin, N.K., & Lincoln, Y.S. (Eds.). The Sage handbook of qualitative research (3rd ed., pp. 109–138). Thousand Oaks, CA: Sage.Google Scholar
Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North, New Zealand: Dunmore Press.Google Scholar
Bishop, R., Berryman, M., Richardson, C., & Tiakiwai, S., (2003). Te Kotahitanga: The experiences of year 9 and 10 Maori students in mainstream classrooms. Final report to the Ministry of Education, Wellington, New Zealand [Electronic version]. Retrieved 5 November, 2007, from http://www.minedu.govt.nz/goto/tekotahitanga.Google Scholar
Bishop, R., Berryman, M., Cavanagh, T., & Walker, R., (2006, April). Te Kotahitanga: Maori epistemology and school reform. Paper presented at an Invited Symposium for Division K: Teaching and Teacher Education at the American Educational Research Association Annual Meeting, San Francisco, California.Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.Google Scholar
Bruner, J. (1996). The culture of education. London: Harvard University Press.Google Scholar
Cathcart, R. (1994). They’re not bringing my brain out introducing the REACH model for working with exceptional children. Auckland, New Zealand: Reach Publications.Google Scholar
Cavanagh, T. (2004, October). Criminalising our schools: Effects on caring and nurturing teachers. Paper presented at the Invited Address: School of Education, University of Waikato, Hamilton, New Zealand.Google Scholar
Cavanagh, T. (2005). Constructing ethnographic relationships: Reflections on key issues and struggles in the field. Waikato Journal of Education, 11(1), 27–42.Google Scholar
Durie, M. (1994). Whaiora: Maori health development. Auckland, New Zealand: Oxford University Press.Google Scholar
Glasser, W. (1975). Reality therapy: An approach to psychiatry. New York, NY: Harper & Row.Google Scholar
Glynn, T., Berryman, M., Atvars, K., & Harawira, W. (1997). Hei Awhina Maori: A home and school behaviour programme. Report to the Ministry of Education, Wellington, Ministry of Education.Google Scholar
Glynn, T., Berryman, M., Bidois, P., Atvars, K., Duffull, T., & Horne, J. (1997). Involving children in research: The Hei Awhina Māori research project. Childrens Issues: Journal of the Children’s Issues Centre, 1(1), 37–43.Google Scholar
Glynn, T., Berryman, M., Walker, R., Reweti, M., & O’Brien, K. (2001). Partnerships with indigenous people: modifying the cultural mainstream. Keynote Address at the Partnerships in Education Psychology Conference, Brisbane, Queensland.Google Scholar
Glynn, T., Wearmouth, J., & Berryman, M. (2005). Supporting students with literacy difficulties: A responsive approach. London: McGraw-Hill Education.Google Scholar
Holmes, J. (1982). Language for learning: Education in the multicultural school. Wellington, New Zealand: Department of Education.Google Scholar
Hooper, S., Winslade, J., Drewery, W., Monk, G., & Macfarlane, A. (1999, July). School and family group conferences: Te Hui Whakatika (a time for making amends). Paper presented at the Keeping Young People in School Summit Conference on Truancy, Suspensions and Effective Alternatives, Auckland, New Zealand.Google Scholar
Macfarlane, A. (1997). The Hikairo Rationale teaching students with emotional and behavioural difficulties: A bicultural approach. Waikato Journal of Education, 3, 153–168.Google Scholar
Macfarlane, A. (1988, July). Piki Ake Te Tikanga: Culture counts in special education. Paper presented at the Teacher education: Challenge and creativity, 28th Annual Conference, Australian Teacher Education Association, Melbourne, Victoria.Google Scholar
Macfarlane, A. (2000). The value of Mäori ecologies in special education. In Fraser, D., Moltzen, R., & Ryba, K. (Eds.). Special education in Aotearoa New Zealand (pp. 77–98). Palmerston North, New Zealand: Dunmore Press.Google Scholar
Macfarlane, A. (2004). Kia hiwa ra! Listen to culture: Maori students’ plea to educators. Wellington, New Zealand: New Zealand Council for Educational Research.Google Scholar
Macfarlane, A., & Bateman, S. (2005, August). Connecting with culture: The critical element in diverse classrooms. Paper presented at the Inclusive and Supportive Education Congress International Special Education Conference (ISEC), Inclusion: Celebrating diversity, Glasgow, Scotland.Google Scholar
Macfarlane, A., & Glynn, T. (1998, December). Mana Maori in the professional development programme for resource teachers: Learning and behaviour. Paper presented at the New Zealand Association for Research in Education (NZARE) 20th Annual Conference, Dunedin, New Zealand.Google Scholar
Metge, J. (1984). Learning and teaching: He Tikanga Maori. Wellington, New Zealand: Māori and Islands Division, Department of Education.Google Scholar
McNaughton, S. (2002). Meeting of minds. Wellington, New Zealand: Learning Media.Google Scholar
Ministry of Education. (1990). Tihe Mauri Ora!: Maori language syllabus for schools. Wellington, New Zealand: Learning Media.Google Scholar
Ministry of Education. (1993). The New Zealand Curriculum Framework: Te Anga Marautanga o Aotearoa. Wellington: Ministry of Education.Google Scholar
Noddings, N. (2002). Educating moral people: An alternative to character education. New York, NY: Teachers College Press.Google Scholar
Penetito, W. (2004, November). Theorising a “place-based education”: Ahakoa kai tabi, tera a roto te hahae ke ra. Keynote address presented at the New Zealand Association for Research in Education (NZARE) National Conference, Wellington, New Zealand.Google Scholar
Rangihau, J. (1975). Being Māori. In King, M. (Ed.), Te ao hurihuri, the world moves on: Aspects of Māoritanga (pp. 183–190). Auckland, New Zealand: Hicks Smiths.Google Scholar
Vygotsky, L. (1978). Mind and society. Cambridge, MA: Harvard University Press.Google Scholar
Wearmouth, J., McKinney, R., & Glynn, T. (in press). Restorative justice in schools: A New Zealand example. Educational Research.Google Scholar
Wearmouth, J., Glynn, T., & Berryman, M. (2005). Perspectives on student behaviours in schools: Exploring theory and developing practice. Milton Park: Routledge.Google Scholar