Processes, policies, practices and people that perpetuate inequity
Whānau
Educational success for tamariki Māori is linked to teacher capability and capacity. The Ministry of Education (2019) found that mātauranga Māori is often devalued, and outlined how schools can honour Te Tiriti o Waitangi by providing a variety of learning opportunities where Māori ākonga can achieve success as Māori (Ministry of Education, 2019). Whānau that we interviewed believe that Māori ākonga will succeed as Māori if they’re learning in environments that are welcoming, supportive, encouraging, exciting and engaging.
Specifically for tauiwi teachers, teacher appraisal processes must include cultural competency accountability to ensure there is more professional development in cultural responsiveness (BERL et al, 2019).
School policies often affect Māori who don’t have the same access to learning or equipment as their non-Māori peers. For instance, lifting digital inclusion has become more urgent and pronounced for Māori people. COVID-19 accentuated barriers to participating in, contributing to and benefiting from the digital world.
The ways that Māori learners are affected by processes, policies, practices and people are framed around in the following themes:
Decision-making
- The voices and experiences of whānau need to be elevated to teacher training providers and regulators of teacher professional standards.
- There is limited Māori representation in technological innovation, policy-making and decision-making processes.
- There is a lack of programmes and resources that support whānau to safely call attention to culturally inappropriate, biased or racist conduct by professionals within schools.
Inclusion
- Māori have a place in the digital world but also less access to necessary technology, and internet services, and limited representation and participation (especially in rural and low socio-economic communities).
- There is a lack of culturally-relevant digital platforms and materials.
Partnership
- Whānau want to ensure their tamariki have opportunities to engage with traditional practices relevant to their context, at school, but there is limited scope for this within the curriculum.
- There is a need for support that is culturally affirming; learning that reinforces the values of Māori whānau.
Attainment of NCEA level 3 or above by Māori school leavers
Ka hiahiatia pea ēnei
You may also be interested in
- Honouring Te Tiriti and promoting culturally empowering practices in schools
Exploring what Māori achieving success as Māori means from a Māori worldview, and how environments and practices can support ākonga Māori to succeed and thrive. - Are we there yet? The slow inclusion of mātauranga Māori in schools
Developing curriculum to include mātauranga Māori is a slow process – but it’s worth the wait, writes Melisa Chase for the Spinoff. - Digital Equity Coalition Aotearoa (DECA)
The DECA connects and supports the digital inclusion community: every Kiwi should have clear, appropriate and affordable pathways to participate in digital life.
Hei whakaaro ake
Food for thought
- Where do you see inequity happening in your school, business or community? And to whom?
- In what ways can we interrogate our policies and practices to look for potential inequity for Māori ākonga?
- Who is missing from discussions and decision-making about the education of Māori tamariki? What relationships are not prioritised or cared for? Who has influence and who are they listening to?
