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Mana Ūkaipō: Māori Student Connection, Belonging and Engagement at School
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. U...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Singapore
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8480114/ http://dx.doi.org/10.1007/s40841-021-00226-z |
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author | Highfield, Camilla Webber, Melinda |
author_facet | Highfield, Camilla Webber, Melinda |
author_sort | Highfield, Camilla |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-8480114 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer Singapore |
record_format | MEDLINE/PubMed |
spelling | pubmed-84801142021-09-30 Mana Ūkaipō: Māori Student Connection, Belonging and Engagement at School Highfield, Camilla Webber, Melinda NZ J Educ Stud Article 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. Springer Singapore 2021-09-29 2021 /pmc/articles/PMC8480114/ http://dx.doi.org/10.1007/s40841-021-00226-z Text en © The Author(s) under exclusive license to New Zealand Association for Research in Education 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Article Highfield, Camilla Webber, Melinda Mana Ūkaipō: Māori Student Connection, Belonging and Engagement at School |
title | Mana Ūkaipō: Māori Student Connection, Belonging and Engagement at School |
title_full | Mana Ūkaipō: Māori Student Connection, Belonging and Engagement at School |
title_fullStr | Mana Ūkaipō: Māori Student Connection, Belonging and Engagement at School |
title_full_unstemmed | Mana Ūkaipō: Māori Student Connection, Belonging and Engagement at School |
title_short | Mana Ūkaipō: Māori Student Connection, Belonging and Engagement at School |
title_sort | mana ūkaipō: māori student connection, belonging and engagement at school |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8480114/ http://dx.doi.org/10.1007/s40841-021-00226-z |
work_keys_str_mv | AT highfieldcamilla manaukaipomaoristudentconnectionbelongingandengagementatschool AT webbermelinda manaukaipomaoristudentconnectionbelongingandengagementatschool |