Contextualising assessment within Aotearoa New Zealand
Drawing from mātauranga Māori
Bibliographic Data
| ID | 18975273 |
|---|---|
| Authors | Brigit Giovanna Kerr (0000-0001-9476-1983, Te Herenga Waka—Victoria University of Wellington, New Zealand, corresponding author), Robin Averill (0000-0002-8941-5565, Te Herenga Waka—Victoria University of Wellington, New Zealand), Robin Margaret Averill |
| Year | 2021 |
| Volume | 17 |
| Issue | 2 |
| Pages | 236-245 |
| Publication date | 2021-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | AlterNative An International Journal of Indigenous Peoples (JOURNAL) |
| Journal identifiers | ISSN: 1177-1801 • E-ISSN: 1174-1740 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/11771801211016450 |
| OpenAlex | W3160881312 |
| Language | EN |
| Citations received | 10 |
| References cited | 19 |
There is long-standing disparity between the schooling success of many Māori (Indigenous peoples of Aotearoa New Zealand) learners and non-Māori learners. While much work internationally and nationally has focussed on culturally responsive pedagogies, the idea of culturally sustaining assessment has received less attention. Given the historical dominance of a West-centric education system, assessment practices within Aotearoa New Zealand schools have not necessarily embedded a Māori worldview. Informed by cultural advice, assessment constructs that embody manaakitanga (care, respect, hospitality), wānanga (a forum, a sharing of knowledge, a place of learning) and culturally sustaining pedagogy were examined alongside a literature review and analysis of interviews with four education practitioners. Results show that assessment can be designed to acknowledge Māori learners’ capabilities and educational successes. Findings, presented using a Hauora Approach to Assessment (Well-being Approach to Assessment) framework, provide much needed ways for teachers to contextualise assessment within mātauranga Māori (Maori knowledge system)
Aotearoa · Indigenous · Indigenous Education · Pedagogy · Samoan · Sociology · Traditional knowledge · Education Systems and Policy · Gender Studies · Student Assessment and Feedback · Teacher Education and Leadership Studies
What does the international literature say about assessment practice for equitable learning outcomes for educationally disadvantaged high school students
The Sisyphean continuum
Justice-oriented assessment in immigrant serving schools
Weaving stories of strength
Culturally sustaining assessment for indigenous learners in aotearoa New Zealand
To be seen and heard
“Whiriwhiria, kia ora ai te tamaiti”
Tūrou Hawaiki
Advancing Indigenous climate justice
Relational sensemaking
Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty
Te Kotahitanga
Teacher assessment literacy in practice
Culturally Sustaining Pedagogy
Using thematic analysis in psychology
Toward a Theory of Culturally Relevant Pedagogy
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Creating Culturally-Safe Schools for Māori Students
| Citations per year | 3.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |