Accelerating Success and Promoting Equity through the Ako: Critical Contexts for Change

Berryman, Mere; Eley, Elizabeth

doi:10.20849/aes.v2i1.126

Cited by 7 publications

(7 citation statements)

References 4 publications

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“…Adaptive expertise is characterised by innovation and flexibility in the application of knowledge in response to new, diverse, or unique contexts or challenges; in other words, "the ability of educators to respond in flexible, context-sensitive and intelligent ways to novel situations that arise in their work" (Si'ilata, Le Fevre, Ell, Timperley, Twyford, & Mayo, 2015, p. 5). Furthermore, by bringing together adaptive expertise, responsive pedagogy, and strong cultural relationships with both students and their whānau (Berryman and Eley, 2017a;2017b), learning for equity, excellence, and belonging can become a reality for Māori.…”

Section: Responsive Pedagogymentioning

confidence: 99%

Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective

Berryman¹,

Lawrence²,

Lamont³

2018

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This article responds to increasing school and cross-sector interest surrounding culturally responsive pedagogy and the multiple ways that it is being discussed and understood. We try to bring clarity to how we have come to understand this term both as grounded in cultural relationships and as responsive to the prior knowledge and experiences of the students themselves. These shared understandings come from many years of working and learning alongside teachers, leaders, students, and whānau. These learning relationships, and pedagogy, are discussed from a bicultural, mana ōrite perspective to bring a practical, theoretical, and unique Aotearoa New Zealand perspective to this work.

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Section: Responsive Pedagogymentioning

confidence: 99%

Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective

Berryman¹,

Lawrence²,

Lamont³

2018

Set

Self Cite

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“…Many culturalists are calling for a move within classrooms to 'listen to culture' (Bishop & Glynn, 1999;Clark, Smith & Pomare, 1996;Hohepa, 1993;Macfarlane, 2000;Penitito, 1996;cited in Habib et al, 2013, p. 172). Sharon Todd's Toward Imperfect Education (2009) inspires towards the messy, yet healthy, starting place for such a CSEL space, along with many other relevant authors (Andreotti, 2009;Berryman & Eley, 2017;Davies, 1994;de Sousa Santos, 2016;Devine et al, 2012;Jones, 2017;May, 2009). Considering listening and dialogue in such a space links to Freire's Pedagogy of the oppressed (1970,2001).…”

Section: Listening and Dialogical Practicesmentioning

confidence: 99%

Conceptualising SEL in the Cross-Cultural Spaces of Primary Schools in Aotearoa New Zealand

Goodman¹

2021

NZ J Educ Stud

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Social and emotional learning (SEL) to support students' wellbeing is even more critical within schools dealing with the COVID-19 pandemic. This article establishes why New Zealand primary schools need strategies to support the emotional wellbeing of students and why a prescriptive approach is not appropriate for the bicultural and multicultural classroom context. It draws on Māori, Indigenous, Pasifika, international psychology and decolonialisation views to propose directions for future research in this vital area of education. Seeing SEL from different world views highlights the opportunity and ethical necessity for cultural, social and emotional learning (CSEL) to create transformative spaces that support holistic wellbeing.

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“…One of the arguments made for adopting a Tiriti-based approach to education, which brings a Māori approach alongside a Western approach, is that a holistic Māori approach is likely to benefit all learners as well as accelerating learning for groups such as Māori who may have traditionally done poorly within education. In research within a secondary education context, it was found that the holistic Māori approach within Kia Eke Panuku: Building on Success, led to improved outcomes for Māori and non-Māori alike (Berryman & Eley, 2017).…”

Section: Original Articlementioning

confidence: 99%

A Treaty-based framework for mainstream social work education in Aotearoa New Zealand: Educators talk about their practice

McNabb

2019

ANZSWJ

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INTRODUCTION: Globally, indigenous social work educators have pursued decolonisation and the development of decolonising practices as part of the indigenous peoples’ rights movement and based on social work principles of self-determination and social justice. Māori have advanced decolonisation based on the original partnership that was envisaged in the Treaty of Waitangi signed between Māori and the British Crown in 1840. Aotearoa New Zealand social work education has a stated commitment to a Treaty-based partnership approach.METHODS: This research engaged focus groups along with interviews of social work educators from nine of the 19 programmes across Aotearoa New Zealand to explore if, and how, this commitment to a Treaty-based approach was being demonstrated in the real world of practice. A diverse group of participants included Māori, Pākehā, Pasifika, and people identifying with other ethnic groups.FINDINGS: Māori and non-Māori participants gave a range of perspectives relating to practising within a Treaty-based context. The Treaty should be understood historically but also in its contemporary expressions noting the extra demands placed on Māori. Non-Māori had an important role in demonstrating Treaty partnership and confronting White privilege. The Māori cultural approach of Kaupapa Ma ̄ori was a foundation for a Treaty approach, and presented a challenge for non-Māori to learn this. A major challenge for programmes was having sufficient Māori staff.Conclusions: Based on the findings, a Treaty-based teaching and learning framework has been developed to support educators as they advance decolonising practices and the indigenisation of social work education in Aotearoa New Zealand.

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Accelerating Success and Promoting Equity through the Ako: Critical Contexts for Change

Cited by 7 publications

References 4 publications

Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective

Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective

Conceptualising SEL in the Cross-Cultural Spaces of Primary Schools in Aotearoa New Zealand

A Treaty-based framework for mainstream social work education in Aotearoa New Zealand: Educators talk about their practice

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