Abstract:
For decades, Māori underachievement in English-medium schools has been attributed to many causes. Apathy on the part of Māori is frequently cited, whereas the schools themselves are rarely mentioned. More recently, focus has shifted from victim-blaming to research, policy, and professional learning focused on the structures, norms, and pedagogies in English-medium schooling that negatively impact student achievement. Collectively, this work has promoted the key role of understanding and promoting Māori students’ culture and identity. A range of macro-level policies and culturally responsive pedagogical initiatives have been launched by institutions such as the Ministry of Education to address the issue of Māori student underachievement. In contrast, this study, utilising kaupapa Māori methodology, investigated the efficacy of a small-scale initiative, a Year 11 whānau class nested in an English-medium secondary school to enable Māori students to succeed as Māori. Ākonga and teachers participating in the programme were interviewed and a key finding was their collective positive response to the programme. Many sociocultural factors were identified that were associated with the development of students’ confidence and self-perception factors that influence student achievement. These factors include infusion of Māori cultural values such as whanaungatanga and manaakitanga in whānau room practices and pedagogy. Students were highly complementary of their teacher support and culturally responsive pedagogy. Participants also noted the key role community had in supporting the programme and students in extracurricular Māori-centric activities and reinforced several research findings that stressed the importance of varied home, community, and school partnerships. Considered as a range of interrelated, intertwined sociocultural factors, this study concludes that whānau classes have very positive outcomes for participating students, staff, and whānau.