What educational reform means: lessons from teachers, research and policy working together for student success

Airini,; McNaughton, Stuart; Langley, John Desmond; Sauni, Pale

doi:10.1007/s10671-007-9028-8

Cited by 19 publications

(10 citation statements)

References 8 publications

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“…Some have argued that for pedagogy for Pasifika students to be correctly defined, it should reflect the cultural values of Pasifika peoples and be inclusive and attuned to context (Samu, 2006;Mara 2006;Nabobo-Baba, 2006). There is a need to develop classroom instruction that is culturally orientated, has quality instruction and is responsive to Pasifika students (Airini et al, 2007).…”

Section: Culturally Responsive Pedagogymentioning

confidence: 99%

Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting

Ava

2020

WJE

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The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning. The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.

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Section: Culturally Responsive Pedagogymentioning

confidence: 99%

Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting

Ava

2020

WJE

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“…Although the data indicated high levels of achievement in literacy and numeracy for New Zealand students overall (that is, above the OECD mean), further analysis of the data indicated that Māori learners were well below this mean (Telford and Caygill 2007). This has been euphemistically described as the long tail of disparity (Airini et al 2007;Hattie 2003). Could the disparity be explained (in part) by a systemic failure to redress or respond to the gap between the theoretical statements and teaching practice?…”

Section: National Curricula and National Strategies: Ngā Marautangamentioning

confidence: 99%

Restlessness, Resoluteness and Reason: Looking Back at 50 Years of Māori Education

Macfarlane

2015

NZ J Educ Stud

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Te tū āpapa The growing recognition of Māori education approaches and ways of knowing can be seen both as a response to the erosion and loss of traditional knowledge philosophies through the processes of colonialism and internationalism, and as a means of reclaiming and revaluing Māori language, identity and culture. Improving the educational success of Māori learners and their whānau contributes to ensuring that the goals identified as being critical for Māori advancement, are accomplished. This paper explores the last 50 years of education provision for Māori, starting with historical touchstones that have influenced the recent past, a critique of the recent past itself, and observations of the present cultural drivers-those that harbour promises of a modern story that is authentically inclusive, and responsive to local and global obligations.

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“…For example, recent analyses of Indian and cross-national data indicate that higher education not only contributes to economic development in India but also makes a significant contribution to the reduction in absolute as well as relative poverty (Tilak 2007). When higher education institutions use their expertise to work with poor communities and act as their advocates, progress can be made in combating poverty, raising the basic skill levels of both children and adults and improving crop yields, health and nutrition (Arini et al 2007;Power 2007).…”

Section: Ll and Poverty Alleviationmentioning

confidence: 99%

Lifelong Learning: Meaning, Challenges, and Opportunities

Power

Maclean

2012

Technical and Vocational Education and Training: Issues, Concerns and Prospects

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What educational reform means: lessons from teachers, research and policy working together for student success

Cited by 19 publications

References 8 publications

Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting

Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting

Restlessness, Resoluteness and Reason: Looking Back at 50 Years of Māori Education

Lifelong Learning: Meaning, Challenges, and Opportunities

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