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Item Maoritanga : a study of teacher sensitivity : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts at Massey University(Massey University, 1976) Nightingale, Michael DriesFor many years it has been recognised, both by official and unofficial sources, that as a group, Maori children do less well in school than Pakeha children. The major explanations for this have usually involved reference to lower socio-economic status or linguistic variables. While not denying that these variables are important, this study has attempted to place much greater emphasis on variables related to the discontinuity between the teachers' background and the sub-cultural and minority group status of their Maori pupils. Ranginui Walker's statement that teachers are predominantly monocultural and not sensitised to react to biculturalism or the minority group needs of Maori pupils, was taken as a hypothesis. A Questionnaire was designed and circulated amongst groups of Pakeha teachers and psychologists. A group of Maoris was also selected to complete part of this Questionnaire. The results suggest that by and large Pakeha teachers seek few experiences which would lead them to a greater understanding of the "Maori side" of their Maori pupils' lives. Furthermore they appear to have a poor knowledge of Maoritanga. This conclusion was found to be true of teachers in areas where there was a relatively high percentage of Maori pupils, as well as their counterparts in areas where relatively few Maori pupils are on school rolls.Item Maori and non-Maori early school leaving from selected secondary state schools in the Manawatu and Wanganui Districts : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University(Massey University, 1971) Olsen, Arthur WilliamIn September 1969, data was collected on the fourteen year old pupils from two rural and two urban high schools in the Wanganui and Manawatu region. From the school records information was obtained on race, previous attendance, date of birth, history of audio-testing, and form. Non-Maori pupils were reduced by random selection so that they make up 75 per cent of the sample. All Maori pupils were included and make up 25 per cent of the sample. The total sample of 232 pupils were given a battery of tests which included reading comprehension, verbal and performance intelligence tests, a school interest inventory, a personality test and a general questionaire. Maori pupils had poorer reading comprehension and lower verbal and performance I.Q.'s than non-Maori pupils. A year after testing was carried out, the schools were contacted and they indicated which of the pupils examined had left school. It was found that 21 Maori pupils (37 per cent of the Maori sample) and 20 non-Maori pupils (11 per cent of the non-Maori sample) were early school leavers. Data was then analysed. Sex of pupil, mother's employment, attendance, the socio-economic status of the father's occupation and pupil's expressed attitude toward school were not found to be related to early school leaving. Nor was early school leaving related to sense of belonging and sense of personal worth. When all of the early school leavers were compared to all the continuers, leavers had poorer verbal and performance I.Q.'s. Leavers had poorer reading comprehension than continuers. Early school leavers at the age of fourteen had less school interest than continuers. Early leavers showed lesser aspirations in their vocational and educational plans than continuers at the age of fourteen. Audio-history was found to be related to early leaving and those pupils who failed an audio test at some stage of their schooling had a 44 per cent chance of becoming early school leavers as compared to an 18 per cent chance for the average pupil. More early school leavers came from urban areas than rural areas. When all the early school leavers were compared to all the continuers on personality adjustment it was found that leavers tended to have a poorer personal and social adjustment. Leavers showed poorer adjustment than continuers in self reliance, sense of personal freedom, freedom from withdrawal tendencies, freedom from nervous symptoms, and total personal adjustment. Socially leavers tended to have poorer social standards, more acting out or anti-social tendencies, poorer family, school, and community relationships than pupils who continued on at high school. Early school leavers tended to be poorer than continuers in their social adjustment and in their overall adjustment. Maori early school leaving was found to be significantly higher for urban schools. Maori pupils were three times more likely to become early school leavers than the non-Maori pupil. Only a few significant differences were found between Maori early school leavers and Maori continuers. Maori early school leavers scored significantly lower on performance I.Q. tests but were approximately equal to Maori continuers on verbal intelligence tests. Maori leavers had poorer reading comprehension than Maori continuers. For the Maori male, school interest was found to be negatively related to early leaving but no significant difference was found for Maori females. Maori early school leavers had poorer adjustment than Maori continuers in just two areas-social standards and total social adjustment. The non-Maori early school leaver had a poorer I.Q. on both verbal and performance tests than the non-Maori continuer. The non-Maori leaver had poorer reading comprehension than the non-Maori continuer. When personality adjustments were taken into account, it was found that the non-Maori leaver had more withdrawal tendencies, more nervous symptoms, poorer school adjustment, poorer personal and total adjustment than the non-Maori continuer. The non-Maori leaver was more likely to see his parents as leaving the decision to him whether he left or not while the non-Maori continuer most often saw his parents wanting him to spend three full years at school. It was also found that male non-Maori leavers at the age of fourteen showed less school interest than male non-Maori continuers. Although there were approximately equal numbers of male and female early leavers, sex differences were noted between some independent variables and early school leaving. Audio-history was related to early leaving for the male sample. Form retardedness was found to be only related to early school leaving for the female group. The percentage of subjects liked was also found to be related to early school leaving but by only the male group. When personality differences between early school leavers and continuers were considered by sex, in most areas the results for males and females were consistent. In only two areas were sex differences noted. Female leavers had more anti-social tendencies than female continuers while the differences for the male were not significant. Male early school leavers had poorer self reliance than male continuers while the differences between the females were not significant. Socio-economic matching showed only a minor lessening of the significance of race as a factor in early school leaving. Socio-economic factors in themselves are only one of a number of variables that influence early school leaving. The danger of generalising from profiles was noted. While as a whole early school leavers had poorer reading comprehension, twenty five per cent of leavers scored above the mean of continuers. Although leavers generally had lower verbal and performance I.Q.'s still fifteen per cent scored at or above the mean for continuers. Early school leavers cannot be stereotyped into one pattern. It was concluded that each high school should study the needs and characteristics of its own early school leavers as the local cultural setting may have its own significant influence. There is a need for more research into the area of early school leaving in the New Zealand setting.Item An investigation into Māori students' academic disengagement from the mainstream education system and re-engagement in the alternative education system : a thesis completed in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Palmerston North, New Zealand(Massey University, 2015) Huxford, RobertThe purpose of this study was to understand the academic disengagement and re- engagement process from the perspective of Māori students enrolled in New Zealand Alternative Education (AE). Specifically, this study focused on students’ perceptions of the factors that influenced their lack of success in the mainstream school setting, the motivational and engaging factors that lead to them enrolling in an alternative education school, and the factors that are maintaining their success either in the Alternative Education setting or back in mainstream education. Six Māori students participated in semi-structured interviews. The criteria for selection were that the students had shown positive re-engagement to their academic learning. The main barriers to student success in mainstream education were their poor attendance along with disruptive behaviour. Students did not feel that teachers and peers in mainstream believed they could do the work and they lacked self-efficacy while attending mainstream in that they could not perceive themselves achieving academically. The findings from this study confirm what the literature suggests, in that becoming academically disengaged is a process taking place over a period of several years and not a one off event. Interpreting the ‘voices’ of the students strongly suggested that early intervention in addressing issues of academic engagement could reduce the number of students disengaging from mainstream education. Students interviewed in this study retrospectively became aware of the negative effect of their behaviour on their learning in mainstream after experiencing the Alternative Education. Students developed a new sense of self belief and determination and the new engagement with their academic work seemed to directly fuel even further motivation to succeed at their schoolwork. The Alternative Education system was highly beneficial and directly responsible for the students re-engaging in their academic learning.Item Special abilities : a Māori perspective : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University(Massey University, 1993) Bevan-Brown, JillThis study investigated special abilities from a Māori perspective. In particular it sought to discover if traditional and contemporary concepts of special abilities existed and if so, what these concepts were. It also sought Māori opinion on effective and appropriate ways of identifying and catering for Māori CWSA. A two-pronged approach was utilised. Possible traditional and contemporary Māori concepts were constructed from: • a documentary analysis of a variety of resources • informal, exploratory interviews with 33 Māori participants. Whānau networks were used to select the interview sample of 6 kaumātua, 12 educators and 15 "others" who strongly identified themselves as being Māori and had a demonstrated commitment to Māoritanga. Participants came from a variety of educational and socio-economic backgrounds and there was wide tribal and hapū representation. Data from documentary analysis and interviews was both equivalent and complementary. The concepts of special abilities from the past and present that emerged: • were holistic in nature and inextricably intertwined with other Māori concepts, values, customs and beliefs. • were broad and wide-ranging. Many abilities and qualities were valued. These included spiritual, cognitive, affective, aesthetic, artistic, musical, psychomotor, social, intuitive, creative, leadership and cultural abilities and qualities. • were not bounded by social class, economic status or gender. • were grounded firmly in Māori kaupapa. • placed importance on both "qualities" and "abilities." Qualities in the intrapersonal, affective domain were particularly valued. • incorporated an expectation that abilities and qualities would be used in the service of others. • involved the bestowing of mana tāngata especially in the areas of service to others and cultural knowledge. The suggestions about how Māori CWSA could be identified and catered for at home and at school contained many approaches equally applicable to all children. Culture-specific suggestions emphasised the encouragement and teaching of Māoritanga, the development of strong, supportive whānau networks, the training of teachers in Māoritanga especially aspects relevant to recognising and catering for Māori CWSA and the provision of culturally appropriate education. The latter involved teaching programmes, strategies, styles and environments particularly suited to Māori children. It was also emphasised that educational provisions for Māori CWSA should not isolate them from their culture. The research concluded that to enable children who identify as Māori and live within Māori norms to realise their potential, identification procedures and educational provisions should be based firmly on a Māori concept of special abilities.Item A three-way partnership to raise Māori student achievement : a thesis presented to Massey University in partial fulfilment of the requirements for a Masters Degree in Education(Massey University, 2009) Sundrum, NeeraThe New Zealand education system produces high levels of academic performance (Organisation of Economic Co-operation and Development - OECD, in Timperley, Wilson, Barrar, & Fung, 2007). Contradictorily, New Zealand is also one of the few countries that produce a huge divide in performance levels between Māori and other minority culture groups on the one hand, and non-Māori and dominant culture groups on the other (ibid.). However, school policies on Māori student initiatives appear to generate minimal success for Māori students. Therefore, an urgent critique, and transformation of school policies are required to bring about better educational outcomes for Māori students. Hence, this qualitative study is underpinned in critical and socio-constructivist theories, and adopts a Kaupapa Māori orientation that is grounded in the principles of the Treaty of Waitangi. Obstacles to Māori student achievement were firstly identified to determine how partnership relationships among students, whānau, and the school can be strengthened to raise achievement. Teacher questionnaires, parent individual interviews, and student semi-structured interviews were used to gauge perceptions of Māori student achievement, and explore the rationale and nature of partnership relationships. Misperceptions of Māori and education were found to significantly contribute to severed partnership relationships. Therefore, this research study advocates for power-sharing consultative, and collaborative decision-making processes within a culturally inclusive curriculum to strengthen partnership relationships among students, whānau, and the school... to raise Māori student achievement.Item A struggle towards a theory of professionalism for Māori women educators : a thesis submitted to Massey University in fulfilment of the requirements for the degree of Master of Education(Massey University, 1996) Bowkett, Makao TeresaThe primary objective of this thesis focused upon the life stories and experiences of wahine Māori in order to identify, define and describe the factors that contribute to the success of wahine Māori in leadership positions at secondary school level, and the ensuing struggle in the evolvement of a Māori women's professionalism. Data was collected through a questionnaire, interviews and literature reviews. This study draws on the contributions of a sample of ten wahine Māori currently working in education, discussing aspects of their early schooling, whānau, teaching careers, coping with pressures in teaching, future aspirations in education and commenting on the status, and issues related to the struggles confronting wahine Māori in secondary schools. Whilst the sample for this study is relatively small, it is nevertheless representative of a diverse range of ages, backgrounds and experience. The research is a starting point which could work to inspire, guide and support other wahine Māori venturing into secondary school teaching careers as newcomers.Item Hokianga native schools, 1871-1900 : assimilation reconsidered : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in History at Massey University(Massey University, 2002) Duffy, Simon MThe Native Schools have an ambiguous place in New Zealand history. As an organ of the Pakeha state situated in Maori communities with an overt aim of assimilating Maori to European cultural habits, they have every appearance of a tool of oppression. To Ranginui Walker, in Struggle Without End, they were a potent weapon in the armoury of the coloniser. The Native Schools system evolved through various manifestations from George Grey's Education Ordinance of 1847 through to the 1867 Native Schools Act, but had little impact until given impetus by Donald McLean in the early 1870s. For McLean, a critic of the Government's handling of the Taranaki and Waikato campaigns, education was preferable to warfare as a method for tackling Maori resistance to colonisation and settlement. Since the 1950s, accounts have criticised the assimilationist goal of the schools, and in particular their role in the suppression of the Maori language. Did Maori accept the precepts of assimilation? Why would Maori collude in their own oppression? They must have either understood assimilation to be something other than an arm of imperialist domination, as it is portrayed by Walker, or there must have been alternative reasons for supporting the schools and seeking European education. This thesis will explore alternative explanations for the Native Schools, and especially the question of why Maori supported Native Schools in the nineteenth century. Two principal hypotheses are discussed. The first reviews an argument made first by John Barrington, that Maori recognised a need to acquire the English language, in order to participate .more effectively in Pakeha dominated economy and political institutions. This is set alongside Ann Parsonson's argument that Maori society was characterised by competition for mana, to give a broad view of the location of Native Schools within the changing authority structures of late nineteenth-century Maori society. The second hypothesis is that Maori, through the experierice of high mortality since the 1850s and the ongoing experience of epidemics, had come to accept the precepts of the fatal impact thesis. This held that Maori were a 'dying race', which could only be saved through the intervention of Pakeha medicine, the acceptance of Pakeha cultural habits of dress, hygiene, housing and nutrition, and through participation in the Pakeha economy. To what extent did Maori accept assimilation, through the language of fatal impact? (From Introduction)Item Tū māia, tū pakeke, tū rangatira ngā kuia, ngā mana e pūkaha ana : ko te mātauranga Māori : he tuhinga whakapae hei whakaea i ngā whāinga mō te tohu pae tuarua i roto i te whare wānanga o Manawatū, Te Kunenga ki Pūrehuroa(Massey University, 2010) Ormsby, Pirihira HingatuHe tika te kōrero a ō tātau tūpuna, ko te wahine te ūkaipō, ko te wahine te puna roimata, ko te wahine te puna kōrero, ko te wahine te puna mātauranga. Kei te wahine te mana ki te tuku i ngā kōrero me ngā taonga ki tēnā whakatipuranga, ki tēnā whakatipuranga e haere ake nei. Otira, i ēnei wā kua rerekē tēnei mea ko te mātauranga Māori. Kua hikina ngā whare wānanga tawhito me ngā wharemaire owhakapata, ā, kei raro tonu tātau i ngā whakahaere a te Pākehā. Ahakoa tēnei āhuatanga, ki au nei, kei ngā wāhine tonu tēnei taonga ko te mātauranga. Waimarie tātau te iwi Māori ki te manawanui o ngā pakeke o ngā kurumatarērehu, ki te noho ki ngā kura ki te ako i ngā tamariki. Kāore e tū atu i ngā kuia pakeke Māori mō ēnei mahi. Nā rātau te ringa māmā ki te poipoi, ki te awhi, ki te manaaki hoki i ngā taitamariki ki te whai i te mātauranga mai tōna takenga, ki te kōmata. Heoi, ko te pūtake o tēnei tuhinga roa, ko te whai i ngā kōrero a ngā kuia pakeke Māori kua roa nei e mahi ana i roto i te kaupapa mātauranga. Kia mōhio pū tātau ki ngā take e here nei i ngā kuia ki ngā tamariki, ki ngā kura, ki te mātauranga hoki. Kia mōhio hoki tātau ki ngā pūmanawa kei ēnei kuia i roto i te kaupapa akoako. Kia mīharo tātau ki ō rātau māia, ki ō rātau kaha, ki ō rātau aroha ki ngā tamariki katoa e hiakai ana ki ngā purapura o te mātauranga.Item Māori pedagogy, pedagogical beliefs and practices in a Māori Tertiary Institution : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education, Massey University(Massey University, 2010) Stucki, PaulThis thesis seeks to describe a Māori pedagogy, i.e., Māori preferred ways of teaching and learning. It argues that the pedagogy described in the literature and reflected in the reported practice of the small cohort of research participants teaching at a Māori tertiary institution emerges from a “relational ontology”. This is because it privileges discourses around the primacy of the student and the student-teacher relationship, group work, multisensory approaches and reflection among many others. Theories of student learning, teacher characteristics, learning environments and curriculum content are also described within a model that enables the synthesis of previously disparate elements. The study utilises Kaupapa Māori and Narrative Enquiry methodologies. It hopes to make a contribution to the ongoing transformative praxis of kaupapa Māori institutions such as Kohanga Reo, Kura Kaupapa Māori and Wānanga as well as mainstream institutions involved in remediating historic Māori underachievement in education.Item Te rērenga o te rā : autonomy and identity : Māori educational aspirations : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand(Massey University, 2002) Durie, Arohia E.Te Rerenga o te Rā, Autonomy and Identity: Māori Educational Aspirations explores the many factors that impact on Māori educational aspirations. Both historical and contemporary trends and patterns are analysed including comparative case studies of two other indigenous peoples, in order to identify the reasons why there is disjunction between educational policies and Māori aims. The first part of the thesis comprises an historical and contemporary analysis of the relationship between Māori and the State, including a comparative exploration of indigeneity. The second part comprises a critique of Māori education research and argues for an indigenous methodology for understanding the lived reality of Māori 'at school'. The third part comprises critical policy analysis and draws conclusions as to Māori educational aspirations. An extensive examination of policy, together with interviews with forty Māori men and women formed the basis of this research. Major educational policies are reviewed alongside wider policies and politics in order to demonstrate the connections between the position of Māori within Aotearoa - New Zealand, and the likelihood of meeting educational aspirations. The use of narrative is a standard method of information transfer in a Māori cultural context and was deliberately chosen as a research method for that reason. The stories about education from participants, about their own times at school, and about the pursuit of their own goals, add a personal element that bring life to the findings and spirit to the inferences. There is no single factor that will predictably lead to the fulfilment of aspirations but several major conclusions have been drawn. The first is that any analysis of Māori educational performance requires a consideration of the wider policy frameworks within which educational practice is conducted. It is of limited value to assess classroom interaction without being cognisant of the context that gives shape to the practice. The thesis draws a strong link between the degree of Māori enthusiasm for education and the extent of the state's recognition of Māori in its policies and the legislation. The second major conclusion is that socio-economic standing, while an important measure, is not by itself a sufficient indicator of Māori aspirations. Attention is drawn to the difference between attaining socio-economic parity with non-Māori and being able to live as Māori. The third is that the retention of a cultural identity is a critical determinant of Māori satisfaction and the ability to determine directions for the future is another. Both identity and autonomy are seen as significant prerequisites for the development of an education system that is aligned with Māori objectives.