Recognising ethnic identity in the classroom: a New Zealand study

Siteine, Alexis

doi:10.1080/09620214.2016.1264869

Cited by 10 publications

(7 citation statements)

References 20 publications

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“…Providing guidelines for teachers is not necessarily helping them address stereotypes, limit stereotype threat, or help students develop protective factors like strong racial and ethnic identities. Instead, teachers need to receive professional development in how to incorporate the teaching of strong ethnic and racial identities within their classrooms without losing teaching time from other subjects (Siteine 2017). Therefore, more development for teacher training based on stereotype threat research needs to be done in this area.…”

Section: Future Research and Conclusionmentioning

confidence: 99%

Stereotypes of Minorities and Education

Allen¹,

Webber²

2019

The Palgrave Handbook of Ethnicity

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Stereotyping is a phenomenon that impacts a range of people from diverse racial groups, ethnicities, genders, sexualities, and socioeconomic statuses. While all people are subject to stereotyping, the development of the process of stereotype threat (Steele, Am Psychol 52(6):613-629, 1997) has provided insight into how people from ethnically diverse groups are negatively impacted by stereotype threat to a greater extent than those from dominant ethnic groups. Extensive social-psychological research on minority test performance demonstrates that ethnically diverse students suffer underperformance due to their response to stereotype threat in the academic domain. These threats, which are a result of stereotypical beliefs, impact ethnically diverse students in a plethora of ways. In the Aotearoa New Zealand educational context, impacts from stereotype threat hold especially damaging consequences for Māori and Pacific students. The persistent disparities in educational opportunities and achievement for Māori and Pacific students are created and sustained by negative academic stereotypes

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Section: Future Research and Conclusionmentioning

confidence: 99%

Stereotypes of Minorities and Education

Allen¹,

Webber²

2019

The Palgrave Handbook of Ethnicity

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“…The possibility of a shared morality lies in that shared understanding. Although rationality does not determine a progressive ethics, it is a ‘pre‐condition’ for modern society's ‘moral integration’ (Durkheim, cited in Bourdieu, , p. 79; Rata, ).…”

Section: Rational Knowledge In Educationmentioning

confidence: 99%

“…These understandings may be ‘drawn out’ from the students, hence the link between cultural responsiveness and facilitation which underpins that country's education policy. The unintended consequences are most vividly captured by Alexis Siteine () in her study of teachers’ practices which privilege experience‐based knowledge. She describes a culturally responsive school where all children were grouped according to their ethnicity for lunch meetings.…”

Section: Facilitation Pedagogymentioning

confidence: 99%

Knowledge and teaching

Rata

2017

British Educational Res J

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The paper addresses a major fissure in the sociology of knowledge with respect to the theories of knowledge which inform teaching and learning. Instructional teaching, or ‘teaching knowledge to the child’, is compared to facilitation teaching, the ‘teaching the child’ approach to show the extent to which their differences are the result of very different understandings of how knowledge is constituted. In turn, these understandings about knowledge are implicated in major differences about the purpose that education serves in modern society. It is argued that the link between the way knowledge is structured and the way it is organised for teaching justifies instructional teaching as the more effective way to develop students’ learning. This learning is demonstrated in the subject mastery acquired as students connect propositional knowledge to practice knowledge. The facilitation approach is considered to be weak because it is primarily a pedagogical approach concerned with motivating students and fails to account for the type of knowledge that constitutes academic subjects. The paper makes a further claim for the importance of instructional teaching in modern society to argue that the identity of the modern, rational individual depends upon the direct teaching of abstract epistemically structured knowledge to successive generations. These collective representations which constitute the symbolic sphere, support the moral cohesion of democratic pluralistic societies.

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“…Two studies find that white teachers interpret policy designed to include and support indigenous students in ways that avoid engaging with issues of race (Siteine, 2016;Vass, 2015). Siteine (2016) interviewed eleven primary school 13 teachers about the New Zealand curriculum identity policy directive and found that simplistic and essentialising views about how best to support Māori students were guided by the policy framework. The teachers demonstrated defacto understandings about how culture, ethnicity or affirming students' identity leads to academic success.…”

Section: Policymentioning

confidence: 99%

“…Similar to Siteine (2016), a study by Gebhard (2017) examines the contractions and limitations of policies that advance cultural approaches to indigenous education in the Canadian Prairies. She cites work by St.…”

Section: Policymentioning

confidence: 99%

Silencing and institutional racism in settler-colonial education

MacDonald¹

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<p>Twenty years ago, Charles Mills argued that a Racial Contract underwrites and guides the social contract and assigns political, economic, and social privileges based on race. This thesis argues that a settler manifestation of the Racial Contract operates through processes and structures of silencing in the New Zealand education system. Silencing is a racial discourse aligned with state ideologies about biculturalism that supports ignorance and denial of the structuring force of colonisation. Within schools, a state narrative of biculturalism advances the notion of harmonious settler-colonial race relations by marginalising or denying violent colonial histories and their consequences in the present. Silencing in the education system is examined through the lived experiences of Māori teachers of English language as they teach New Zealand literature in secondary school classrooms. Interviews with nineteen teachers and observations of four teachers' classroom practices (with follow up interviews from the teachers and some of their students) reveal that everyday classroom interactions perpetuate silencing through a hidden curriculum. This hidden curriculum appeals to settler sensibilities by: drawing on teaching pedagogies that soften or mute historical harm, validating “lovely” knowledge about Māori society and assessment approaches that privilege settler-colonial imperatives. This thesis identifies that harmonious notions of biculturalism circulate through the spatial and temporal dimensions of secondary schools because epistemological structures (policy, curriculum, and pedagogy) silence the meanings and effects of colonisation. In this way, a Settler Contract operates to sustain institutional racism in the New Zealand education system and white supremacy in settler-colonial societies.</p>

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Recognising ethnic identity in the classroom: a New Zealand study

Cited by 10 publications

References 20 publications

Stereotypes of Minorities and Education

Stereotypes of Minorities and Education

Knowledge and teaching

Silencing and institutional racism in settler-colonial education

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