Abstract:
This paper considers the question: What constitutes an optimal learning environment for Ma¯ori learners in foundation programmes? Using Kaupapa Ma¯ori methodology, nearly 100 adult Ma¯ori (Indigenous) students in Aotearoa/ New Zealand were interviewed from a range of tertiary providers of foundation programmes. State-funded foundation programmes that scaffold adults into tertiary education are a partial response to Ministry of Education concerns about unsatisfactory high school statistics for some sections of the community. Connecting with Ma¯ori voices enabled the researchers to gain a deeper awareness of the reality of study experiences for these adult learners. It is argued that academic participation and success for adult Ma¯ori learners is increased when the learning and teaching environment mirrors the connectedness and belonging of a wha¯nau (family) environment.