Navigating identity in education: Teachers’ perceptions of their racial-ethnic identity and best practice for Māori students in South Auckland secondary schools

Abstract

In mainstream English-medium secondary schools in Aotearoa New Zealand there are significant and persistent disparities in academic and social outcomes between indigenous Māori and non-Māori students. Teachers are faced with the complex challenge of addressing inequities in education founded in race and ethnicity, bringing about improved outcomes for Māori students, and ultimately reducing the achievement gap. Therefore, it is imperative that there is an appropriate theory of practice advanced which engages and allows teachers to redress these disparities and realise educational success for all. The primary aim of this qualitative research study was to examine teachers’ beliefs about their racial-ethnic identity, and the affect this has on their pedagogical approaches for Māori students. It was anticipated that culturally effective teaching practices would be identified and framed within a practicable model of culturally responsive pedagogy. An examination of the extant literature revealed that racialethnic identity can have a significant influence on teaching, learning, engagement and commitment to social justice issues; and education is a complex site for teachers and students alike in terms of navigating identity politics. These understandings were reflected in the participants’ narratives. This research study was framed by culturally responsive methodology and underpinned by kaupapa Māori and critical theories. Six experienced teachers, identified as successful and culturally effective in their schools, were directly recruited to participate. Participants’ narratives were collected via in-depth semi-structured interviews, and iteratively reviewed by both the researcher and the participants. Establishing and maintaining a reciprocal relationship of respect between the researcher and participant was essential throughout the research process. Findings revealed how influential racial-ethnic identity was in the teachers’ everyday lives and careers in education. The participants’ narratives illustrated the way in which their racial-ethnic identity was salient and central to their teaching practice and the challenges they have faced in navigating their identity in an educational context. The teachers’ own experiences of racial-ethnic identity acted as a catalyst for creating a more equitable and just system for Māori students. The participants also shared their beliefs about the best pedagogical approaches and practices for effectively teaching Māori students in mainstream secondary school contexts.