Lessons for teachers: Maori and Pacific Islander students’ reflections on educational experiences

Blackberry, Gina; Kearney, Judith

doi:10.1080/1359866x.2020.1793905

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…This connects with the re-theorisation of CRP by Berryman, Lawrence and Lamont (2018) as cultural relationships for responsive pedagogy. This research positions relationships as central and foundational with responsive pedagogy, which concurs with research demonstrating that relationships are key to authentic learning for Māori and non Māori alike (Blackberry & Kearney, 2020;Rangiwai, et al, 2020).…”

Section: Background and Introductionsupporting

confidence: 78%

Putting whanaungatanga at the heart of students’ online learning experiences

Brown

Hartnett²,

Ratima³

et al. 2022

APUBS

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This paper explores the role of relationships in students’ experiences of online learning during the COVID-19 pandemic in Aotearoa| New Zealand. Students’ voices are foregrounded through narratives and the analysis of four discrete stories of these specific circumstances. Using a conceptual framing of whanaungatanga, a M?ori view of the process of establishing and maintaining relationships, we move beyond who is involved in the relationship to explore how relationships are developed and what counts from the students’ perspectives. Sharing, an ethic of care, a sense of belonging, collaboration, scaffolding of learning, and feedback acknowledging students’ efforts were all considered important aspects of relationships between students and faculty which were enacted online. The importance of broader institutional relationships, such as those with the library and student support services, were also foregrounded.

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Section: Background and Introductionsupporting

confidence: 78%

Putting whanaungatanga at the heart of students’ online learning experiences

Brown

Hartnett²,

Ratima³

et al. 2022

APUBS

View full text Add to dashboard Cite

show abstract

“…In a tertiary context, experience teaching te reo Māori (Māori language) online offers strategies which can be transferred to other contexts (Karaka-Clarke 2020). Values such as Whanaungatanga (building relationships) and Manaakitanga (caring) are crucial for Māori and Pacific students' success in online learning (Blackberry and Kearney 2020). Online learning designs that foreground these explicitly in relation to Māori worldviews and values can proactively contribute to supporting inclusion (Rangiwai et al 2020).…”

Section: Dissolving Structures Of Oppression and Marginalizationmentioning

confidence: 99%

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

et al. 2021

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This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.

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Takanga ‘enau fohe: a scoping review of the educational successes and challenges of Pacific learners in Australia 2010–2021

et al. 2023

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International literature has recognised the importance of education research with Pacific learners. In an Australian context, the early years learning framework for Australia and the Australian curriculum emphasise that education sectors should work towards cultivating respect for cultural diversity and to develop intercultural understanding and intercultural capabilities. As such, the call to better understand the cultural complexities that underpins Pacific learners and their interactions with educational processes remains pertinent. This scoping review offers an important synthesis of empirical research on the educational successes and challenges of Pacific learners in Australian educational settings from 2010 to 2021. While this study offers critical insights for teacher education and research, the findings also revealed paucities in education research with Pacific learners. Thereby, propositions for future and ongoing education research with Pacific learners in Australia are offered in this article.

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Lessons for teachers: Maori and Pacific Islander students’ reflections on educational experiences

Cited by 3 publications

References 22 publications

Putting whanaungatanga at the heart of students’ online learning experiences

Putting whanaungatanga at the heart of students’ online learning experiences

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

Takanga ‘enau fohe: a scoping review of the educational successes and challenges of Pacific learners in Australia 2010–2021

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