Critical issues for whānau in English-medium schools

Barnes, Alex; Hutchings, Jessica; Taupo, Katrina

doi:10.18296/set.0388

Cited by 2 publications

(2 citation statements)

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“…Investigating the wider effects of Māori students feeling marginalised, undervalued, and being denied access to learning their heritage language and culture was beyond the scope of this research. However, the disempowering effects this can have has been well documented (e.g., Barnes, Hutchings, Taupo, & Bright, 2012; Bishop & Glynn, 1999; Webber, 2012; Whitinui, 2011). A further limitation in this research was the small number of Māori participants.…”

Section: Discussionmentioning

confidence: 99%

“…If schools genuinely want their espoused ideologies to have an impact on te reo Māori regeneration, then management decisions and policies must be based on ‘more than mere economic rationales’ (Fishman, 2001). Schools must work to address what has essentially become ‘structural racism’ (Barnes et al, 2012, p. 16). Decision makers need to be aware that plans for language learning have a powerful influence on ideologies, and view their policy decisions as having the power to assign , rather than assess the status of a language (Spolsky & Shohamy, 2000).…”

Section: Conclusion and Ways Forwardmentioning

confidence: 99%

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Te Reo Māori as a Subject: The Impact of Language Ideology, Language Practice, and Language Management on Secondary School Students’ Decision Making

Jeurissen

2014

AJIE

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Te reo Māori, the Indigenous language of Aotearoa (New Zealand), remains ‘endangered’ despite concentrated ongoing efforts to reverse declining numbers of speakers. Most of these efforts have focused on te reo Māori immersion education settings as these were considered the most effective means to ensure the survival of the language (May & Hill, 2008). More recently, the home has been identified as an important setting for language regeneration (Te Puni Kokiri, 2011). Despite the fact that the vast majority of secondary school-aged students (both Māori and non-Māori) attend English-medium schools, these settings are seldom considered as having potential to increase numbers of te reo Māori speakers. This article reports findings from a case study of one English-medium secondary school where factors surrounding the uptake of te reo Māori as a subject were investigated. Using Spolsky and Shohamy's (2000) language policy framework as an explanatory lens, it was revealed that even when students’ language ideologies orient them towards learning te reo Māori, language management and practice decisions can discourage rather than encourage this choice.

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Section: Discussionmentioning

confidence: 99%

Section: Conclusion and Ways Forwardmentioning

confidence: 99%

Te Reo Māori as a Subject: The Impact of Language Ideology, Language Practice, and Language Management on Secondary School Students’ Decision Making

Jeurissen

2014

AJIE

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Te Pā Harakeke: Māori and non-Māori parent (whānau) support of culturally responsive teaching pedagogies

Highfield¹,

Webber²,

Woods³

2023

AJIE

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This strengths-based paper draws on the qualitative and quantitative survey results from whānau (family members) of tamariki (children) attending 12 schools in an urban area in New Zealand with a high proportion of Māori people. The paper describes the positive impact of effective family engagement on tamariki, from the perspectives of whānau, paying particular interest to the differences between Māori and non-Māori whānau. The views of all whānau who participated in the project support the importance of relational and culturally sustaining aspects of teaching, and challenge commonly held stereotypes about indigenous parents’ low expectations in relation to their children’s education. The paper amplifies whānau voice about their children’s school enjoyment, perceptions of teacher support and future career aspirations for their tamariki.

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Critical issues for whānau in English-medium schools

Cited by 2 publications

References 0 publications

Te Reo Māori as a Subject: The Impact of Language Ideology, Language Practice, and Language Management on Secondary School Students’ Decision Making

Te Reo Māori as a Subject: The Impact of Language Ideology, Language Practice, and Language Management on Secondary School Students’ Decision Making

Te Pā Harakeke: Māori and non-Māori parent (whānau) support of culturally responsive teaching pedagogies

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