Triangulating Student, Teacher and Family Perceptions to Guide Theory-Based Reform for Engaging Indigenous Students

Datos Bibliográficos

ID22010543
AutoresMere Berryman (0000-0002-5337-4706, University of Waikato), Margaret Egan (University of Waikato), Jay Haydon-Howard (University of Waikato), Elizabeth Eley (0000-0001-5681-970X, University of Waikato)
Año2024
Volumen14
Número05
Páginas227-246
Fecha de publicación2024-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAdvances in Applied Sociology (JOURNAL)
Identificadores de la revistaISSN: 2165-4328 • E-ISSN: 2165-4336
EditorialScientific Research Publishing, Inc. (PUBLISHER)
DOI10.4236/aasoci.2024.145016
OpenAlexW4398150297
IdiomaEN
Referencias citadas14

The racialized, historical legacy of colonization has resulted in intergenerational disparities for disproportionate numbers of Indigenous students across many parts of the globe. In Aotearoa New Zealand, several national school reform and policy initiatives have been undertaken to better improve the schooling system for our Indigenous, Māori learners. The development of walkthrough observations and surveys that ask students, their family members and teachers to ask critical questions is to explore perceptions of their learning experiences within the school reform. A set of tools, known as Rongohiate Hau, has been used to ensure both a more theory-based approach and identify changes over time. This paper presents quantitative and qualitative evidence from 25 secondary schools that indicate the importance of gathering and utilizing evidence such as this, if the “core” of education can be changed and more transformative reform pathways determined

Indigenous · Mathematics education · Pedagogy · Perception · Sociology · Education Methods and Practices · Education Systems and Policy · Indigenous and Place-Based Education · Psychology · Social Psychology