Colonial systems, values and worldviews create inequity
Ākonga
Manal; student
So when I first came here, it all felt really new to me. So, like the environment, like the atmosphere. It was all brand new, like, I've never felt that. And also, I didn't know much about, like, how they would dress, like, uniform ways. I don't know, I feel like not many were kind of happy to see me, maybe because of my skin colour or maybe where I came from. Maybe because of my accent.
I still haven't found, like, people in my skin colour, but I have found East Southeast Asians like that. So, if I could add, like, even they were struggling at first because they didn't have, like… When they were first year as well they had trouble with their accent and they had to do, like, ESOL, which I didn't have it.
I wasn't that bad in English. I actually did really well there. It's just that, the way I pronounced, they keep on, like, judging me on that part; which kind of was a bit overwhelming because I'm also trying to learn at the same time. So. Yeah.
Also, they were really nice to me because they didn't really judge me about that since they also had the same experience. Yeah, that's pretty much what happens. I felt really comfortable and really good with them.
Rashida; teacher
So some of the challenges that the students have is really around language and routines. So some of the more technical jargon that we might use around our schooling system is brand new to them, and that can confuse them quite a bit. And then just the way in which we assess, the way in which we set up learning, invite them into the learning process as well, that can be quite challenging for a lot of students who aren't used to having choice in their learning. And technology is a bit of a barrier for some students as well, depending on where they've come from. So for some students, this is the first time that they will have used computers, and that becomes quite difficult for them to do that.
Many students speak enough English to be understood and to understand, but their thinking happens in their own language. And that often as a teacher, you see a gap between what they're doing in class and then the final piece of work that they might produce.
Nathan; student
I think if they had just a bit more diversity in like, languages, so like, so people could be more comfortable. Because I know some people would struggle with English more than I do. So if there was like the languages; an option for you to be able to use that language, then I think it would be really nice.
So I had to, like, speak English, learn English, learn to write English, and learn to read English. But I couldn't really, like, see my own language because most people didn't know where the Philippines was or what it was. So I basically had to, like, ignore that and really study hard for English in order to, like, interact with other people.
Cherry; student
It's okay for me to speak my own language, but they're, like, speaking to me at the back also. They were like, talking about me. Like, what is she speaking? Why is she speaking like that? And then it was like they were, like, talking to me at my back. And I was like, cause they asked my friend, “Oh, don't, don't like him because she can't even, she can't even, understand”. And I said, but I can understand them. And then when I would speak, talking to my friends, my friend because we’re both Filipino, and then we were like, feel so bad because they were talking our language at our back.
The teacher allows us to speak our language, but not in a like, if she's explaining what they were like the class is explaining. And then we're, like, talking in our own language, she's not gonna allow us like that because she can't understand what I was talking. Or maybe, we’re like, bullying her, like speaking at the front.
Rashida; teacher
I don't think as teachers we give enough credit to the fact that they are actually processing quite hard. It can look like they're not doing very much in class. And just being aware of that, or allowing more interactions between students in their own languages, would support those students to be able to think.
For new migrants, language barriers can affect everyday life. This video describes how language can become a barrier at school.
Recent information from the Education Review Office (ERO) about the experiences of children from diverse ethnicities shows the frequency of racism and racist bullying at schools (ERO, 2023, p.46).
Twenty-five percent of migrant learners feel that they can’t speak their first language at school, and one in five learners from migrant families describe rarely feeling that they belong at school (ERO, 2023, p.47). To address these negative stereotypes, schools need to proactively respond with anti-racism practices, cultural competency training, and inclusive policies.
Ākonga reported that schools encourage them to be self-sufficient, whereas the migrant ākonga believe that promoting more empathy and solidarity in schools is needed (Anderson et.al., 2023).
When considering inequity for migrant ākonga, the following themes emerged from the findings of the report:
Discrimination
- Racist bullying has a huge impact on migrant learners.
- Islamophobia is an ongoing concern.
- Teacher attitudes are often problematic, and challenging prejudice is crucial for creating inclusive and supportive learning environments for all ākonga, including new migrants.
Funding and resources
- The educational resources and support services available for new migrants are insufficient and impact their access to quality education and successful integration into the education system.
- Ākonga with refugee backgrounds are especially vulnerable.
- More support for mental health and wellbeing is needed.
- Material hardship impacts learners' ability to engage in their education.
Colonialism
- The education system is built on a colonial framework and these values still have a significant impact on non-Pākehā ākonga.
- Aotearoa is becoming increasingly ethnically diverse and our schools need to better reflect this.
- Understanding the power dynamics of dominant cultures is crucial to addressing educational inequities faced by new migrants.
Deficit-focus and stereotyping
- Many migrant learners don’t feel welcome, feel judged by their peers and school staff, and are mistreated.
Outdated attitudes
- Culturally relevant curricula that incorporate migrants' cultural backgrounds, and uses language they can understand, fosters connection and belonging.
- Respecting learners' rights to protection and inclusivity creates a safe and supportive learning environment for all ākonga, including migrants.
New Zealanders of overseas birth: 1961–2013
Ka hiahiatia pea ēnei
You may also be interested in
- How to use a superdiversity approach to work with migrant families in early childhood care and education settings
A guide designed for early learning centres with principles that are applicable across the schooling sector. - Increase in new migrant students puts strain on English language teaching resources
RNZ talks to educators about the increase in migrant ākonga and the lack of suitable resources and qualified ESOL teachers. - Education Review Office 'deeply concerned' about racism in schools
ERO's deputy chief executive Ruth Shinoda talks about racism in Aotearoa New Zealand schools.
Hei whakaaro ake
Food for thought
- What specific experiences, people or events came to mind when watching these videos, or exploring these narratives?
- How can we address migrant inequities while also acknowledging individual diversity?
- What kinds of expertise, funding and resources could help address these inequities?
- What steps can you take to be an advocate and ally for migrant learners?
