Colonial systems, values and worldviews create inequity
Whānau
Throughout their schooling, whānau Māori experience discrimination in education due to institutional racism, racial privilege, and the ways that ākonga and teachers interact (Ministry of Education, 2019). The whānau insights gathered for this report reveal how racism and discrimination are still entrenched in our education system. Alarmingly, the most common issue reported by ākonga is unfair teacher behaviour. This is echoed in the experiences of Māori ākonga who report feeling excluded and face unequal treatment, negative stereotyping and racism at school directly related to their culture (Office of Children's Commissioner, 2018).
Many schools aren’t culturally responsive or don’t overtly acknowledge and value Māori culture, language, and identity. This means Māori learners often don’t relate to learning and feel disconnected from a school curriculum that doesn’t engage them or reflect their experiences, values, needs or aspirations.
When considering inequity for Māori due to colonisation, the findings of this report are framed around:
Racism, colonialism and discrimination
- Racism and discrimination are still entrenched in our education system.
- Children in mainstream education are treated differently because they are Māori.
- Teaching isn’t culturally responsive to Māori learners or relational.
- Schools lack culturally-responsive teaching practices.
- Schooling doesn’t recognise and celebrate Māori culture or reflect their language and identity.
- Lack of relevance to Māori ākonga.
- Teachers lack cultural competence.
Funding and resources
- The digital divide sees limited access to computers, smartphones and internet services, especially in remote communities or low-income areas.
- Many Māori face higher levels of material hardship than non-Māori, and many tamariki don’t always have what they need to go to school.
Deficit-thinking and stereotyping
- New Zealand teachers have systematically higher subjective judgements of Pākehā ākonga than ākonga of other ethnicities.
- Lack of respect for each student’s own story and background.
Curriculum
- The curriculum is disconnected from the experiences of Māori ākonga and doesn’t engage them in their learning.
- There is a need for more localised curriculum experiences that re-indigenises through rich learning experiences and reconnects tamariki to their whakapapa.
School leavers’ highest levels of qualification by ethnicity
Ka hiahiatia pea ēnei
You may also be interested in
- Kōkirihia – the plan to end streaming in our schools
This report examines the effects of streaming in schools, a practice that reinforces harmful stereotypes and sees Māori over-represented in low-stream classes. - The system won’t shift to help our kids
Soana Pamaka discusses the ongoing barriers faced by her ākonga, what schools must do, and the failure of government agencies to support schools and children in their care. - Great Expectations
New Zealand’s future workforce is going to increasingly be brown; but is our education system stuck in a past of low expectations for Māori ākonga that threatens the country’s future prosperity?
Hei whakaaro ake
Food for thought
- What specific experiences, people or events came to mind when exploring these narratives?
- What could you find out about Māori education in the past that might help you change future outcomes?
- How do we move past our discomfort and create a shift in the ways we respond to these needs and challenges?
- What steps can you take to be an advocate and ally for Māori ākonga?
