Creating Culturally-Safe Schools for Māori Students

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 Ma -ori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Ma -ori 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 Ma -ori 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 Ma -ori students.

Te Ara Hou—A new pathway for leading Māori success as Māori

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Culturally responsive dance pedagogy in the primary classroom

“…Alton-Lee (2003) found that teaching in ways that are responsive to student diversity and cultural identity can have a positive impact on low and high achievers at the same time. According to Macfarlane et al (2007), 'All students benefit from being in a culturally inclusive classroom. However many students from non-dominant cultures are not free to be whom and what they are when they go to school' (71).…”