Culturally relevant education – Teaching & Learning Research Initiative

Using home languages as a resource to enhance statistical thinking in a multicultural classroom

Introduction Aotearoa New Zealand is a super diverse nation in terms of the ethnicities of its people and languages spoken. With an increased rate of immigration (New Zealand Immigration, 2018) from various parts of the world, the presence of multiple languages in many domains of social life is a reality. Individuals may identify with several nationalities or racial groups and may speak combinations or mixtures of several languages (Dockrell et al., 2022; Education Review Office, 2018). Consequently, classrooms are now places where learners have different linguistic and cultural backgrounds, where they may speak one language at home and another at school, where teachers and students may not share a common language

Learning From Each Other: A final report

Introduction Pacific parents and community members have much to contribute to teacher learning and thus to the education of Pacific students. Although the concept of Pacific success, through the education of Pacific students, has become ubiquitous as an aspiration, there has so far been limited research that has conceptualised Pacific education success in community terms. This is especially true in relation to teacher learning, teacher theorising, and changed practice. Understanding how to socialise teachers to generate and sustain new practice possibilities, informed by appreciation of the values, aspirations, and critiques of the Pacific parents and students they seek to serve, is therefore a priority. Learning From Each Other is a Teaching

Co-constructing a culturally and linguistically sustaining, Te Tiriti-based Ako framework for socio-emotional wellbeing in education: A collaborative project among teachers, whānau, hapū and iwi to enable a holistic approach to education

Introduction Schools have a role to play in improving youth social emotional wellbeing (SEW) by supporting their development of social-emotional knowledge, skills, and capacities through social emotional learning (SEL). However, schools in Aotearoa New Zealand vary widely when responding to and promoting tamariki wellbeing (Education Review Office, 2015a, 2015b). More successful schools show a comprehensive approach, including more explicit curriculum connections (Boyd et al., 2017). Enhancing SEW and SEL practices in schools can play a part in mitigating the adverse effects that low rates of wellbeing have for tamariki, particularly for Māori, Pacific, and other underserved youth (Bishop et al., 2009). SEL programmes are effective for fostering students’ wellbeing through social-emotional

Māku anō e hanga, i toku nei whare – I will build my own house

INTRODUCTION: The context of the project The proponents of Modern Learning Environments (MLE) or Innovative Learning Environments (ILE) are from largely non-indigenous backgrounds. In Aotearoa New Zealand, research about learning mathematics in an MLE is limited and focuses almost exclusively on English-Medium (EM) settings (Bisset, 2014; Murphy, 2016; Osborne, 2013). In contrast, this research sought to contribute to the literature and knowledge space about tamariki learning paangarau (mathematics) in a Maaori-medium MLE. It provided an opportunity to locate and explore Maaori-medium (MM) ways of knowing and doing and for MM kaiako to consider the MLE space and identify characteristics of an MLE appropriate for them and their aakonga. The research grew

Pathways to the Past: Effective Pedagogies for Māori and Pasifika Students in the Historical Disciplines

Summary Current research into, and definitions of, historical literacy do not adequately acknowledge the cultural backgrounds of indigenous learners across the historical disciplines and levels. Nor do they recognise the vital role of historical literacy in empowering indigenous students. In talanoa (conversations) with Māori and Pasifika students and teachers of a range of ethnicities from across the historical disciplines, we asked: How can we inspire indigenous students to feel at home in the historical disciplines, do well in them, and make them their own? The students and teachers saw historical literacy as predominantly textual in nature, and critical historical literacy as often culturally alien to Māori and Pasifika students. They revealed

Learning journeys from early childhood into school

Introduction This project focused on the transition between early childhood and school and explored ways to understand and enhance children’s learning journeys as they move between the two sectors. Transitions can be seen as an intrinsic component of life, with individuals in any society experiencing a series of passages “from one age to another and from one occupation to another” (van Gennep 1977, p. 3). Each transition point can be thought of as crossing a threshold, leaving behind the known to enter a new role, context, status, or position (Fabian, 2002). Transitions can offer both crisis and opportunity (Hörschelmann, 2011, p. 379) and the threshold phase is often a time of