{"title":"Te Pā Harakeke: Māori and non-Māori parent (whānau) support of culturally responsive teaching pedagogies","authors":"Camilla Highfield, M. Webber, Rachel A Woods","doi":"10.55146/ajie.v52i1.335","DOIUrl":null,"url":null,"abstract":"This strengths-based paper draws on the qualitative and quantitative survey results from whānau (family members) of tamariki (children) attending 12 schools in an urban area in New Zealand with a high proportion of Māori people. The paper describes the positive impact of effective family engagement on tamariki, from the perspectives of whānau, paying particular interest to the differences between Māori and non-Māori whānau. The views of all whānau who participated in the project support the importance of relational and culturally sustaining aspects of teaching, and challenge commonly held stereotypes about indigenous parents’ low expectations in relation to their children’s education. The paper amplifies whānau voice about their children’s school enjoyment, perceptions of teacher support and future career aspirations for their tamariki.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":" ","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Journal of Indigenous Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.55146/ajie.v52i1.335","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This strengths-based paper draws on the qualitative and quantitative survey results from whānau (family members) of tamariki (children) attending 12 schools in an urban area in New Zealand with a high proportion of Māori people. The paper describes the positive impact of effective family engagement on tamariki, from the perspectives of whānau, paying particular interest to the differences between Māori and non-Māori whānau. The views of all whānau who participated in the project support the importance of relational and culturally sustaining aspects of teaching, and challenge commonly held stereotypes about indigenous parents’ low expectations in relation to their children’s education. The paper amplifies whānau voice about their children’s school enjoyment, perceptions of teacher support and future career aspirations for their tamariki.
期刊介绍：
Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.
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