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Māori Potential: Barriers to Creating Culturally-Responsive Learning Environments in Aotearoa/New Zealand: Te Timatanga O Te Ara – Kei Whea Te Ara?

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Māori Potential: Barriers to Creating Culturally-Responsive Learning Environments in Aotearoa/New Zealand: Te Timatanga O Te Ara – Kei Whea Te Ara? Māori Potential: Barriers to Creating Culturally-Responsive Learning Environments in Aotearoa/New Zealand: Te Timatanga O Te Ara – Kei Whea Te Ara? Lesleigh Henderson Resource Teacher: Learning and Behaviour, Te Rohe Potae/The King Country ABSTRACT Key evidence underpinning Ka Hikitia draws on a huge range of research and literature.1 This New Zealand Education reforms aligned with Maori Education Strategy was evaluated and an raising M a ¯ori student success are yet to result in updated version, Ka Hikitia – Accelerating Success ¯ Maori students reaching their educational potential 2013–2017, is presently being introduced.2 As part (Howard, 2010; ERO, 2008; 2010). Why do many of this renewed strategy, the Measurable Gains New Zealand teachers struggle to create and Framework (MGF) will be used by the Ministry of deliver programmes which allow M a ¯ori learners Education to monitor progress in implementing to succeed as M a ¯ori? What barriers and enablers Ka Hikitia and annual reports of progress will be exist today in New Zealand classrooms which published. It is anticipated that this information impact on M a ¯ori success? The literature both will deliver better understanding about what works from New Zealand and internationally regarding for M a ¯ori learners so that continued progress can culturally-responsive practice is formidable in be strengthened and enhanced. Such evidence both its volume and scope. The M a ¯ori Education is eagerly awaited. Until these annual reports are Strategy, Ka Hikitia (Ministry of Education, 2008), made available, it may be profitable to consider the Registered Teacher Criteria (RTC) (New a range of reasons why, with all of the work Zealand Teachers’ Council, 2010) and the teacher done over the last two decades, and since the guidelines for cross-cultural competency, T a ¯taiako implementation of Ka Hikitia in 2008, many M a ¯ori (New Zealand Teachers’ Council, 2011) provide students in New Zealand schools are still suffering excellent underpinnings for reshaping New disappointing outcomes. Whilst accepting these Zealand education into a cross-culturally inclusive reasons are likely to include some factors which lie and effective environment. The RTC are explicit in beyond the influence of schools, let us think about the expectation that teachers will practise within the factors which teachers and schools do have cross-culturally competent paradigms. This article within their control. examines possible reasons why, in 2013, M a ¯ori students in New Zealand schools are often still not reaching their potential. ENABLERS There are many enablers to consider which have Position paper been identified in various ways by a range of researchers and educationalists (Bevan-Brown, Keywords: Culturally-responsive, Ka Hikitia, Ma ¯ori 2003; Bishop, O’Sullivan & Berryman, 2010; Cartledge, Gardner & Ford, 2008; Robinson, INTRODUCTION Hohepa & Lloyd, 2009; Shields, Bishop & Mazawi, 2005). These enablers make, I believe, the critical According to the Auditor-General, the current difference between success and failure when statistics for achievement suggest that although aspiring to achieve improved outcomes for M a ¯ori there is an improvement in M a ¯ori student learners. Enablers of teaching include professional achievement, significant numbers of M a ¯ori development which expand teacher capability students are still under-served by the education and result in increased tauira (student) M a ¯ori system in New Zealand, with a disproportionate outcomes. The involvement of wh a ¯nau and iwi amount leaving the schooling system without in education and their openness to learning from the qualifications they need (Auditor-General, educators, and educators’ openness to learning ¯ 2012). The Government introduced the Maori from wh a ¯nau and iwi are vital. Other enablers Education Strategy Ka Hikitia in 2008 (Ministry of recognise the professional learning and capability Education, 2008), recognising the need to improve of teachers and their ability to provide high-quality achievement outcomes for M a ¯ori students. The teaching as imperative. Professional leadership by Ministry of Education described the overarching strategic intent of Ka Hikitia as “M a ¯ori enjoying educational success as M a ¯ori.” 1 http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia/ KeyEvidence/KeyReferences.aspx 2 Detailed information about Ka Hikitia – Accelerating Success 2013–2017 can be found at http://www.minedu.govt.nz/theMinistry/ PolicyAndStrategy/KaHikitia.aspx 10 KAIRARANGA – VOLUME 14, ISSUE 2: 2013 principals and school leaders which is responsive, BARRIERS accountable and majorly centred on teaching and learning are further key enablers (Robinson, Assumptions Hohepa & Lloyd, 2009). Where schools are Such assumptions are detrimental to the achieving significant success for M a ¯ori students it improvement of present outcomes; assuming that is likely that enablers are present which support providing a resource will ensure the effective this success. Whilst implementing professional implementation of said resource presupposes that learning models which include guidelines for one knows how to get from ‘here’ to ‘there’. If effective teaching and learning, self-review and teachers and/or schools live in a mono-cultural school-wide reform can, and do, improve results. It world of their own cultural norms and values, how is my belief that where enablers, which are specific do they change thinking, awareness and ultimately for cross-cultural competence exist, the possibility practice? If we accept that most teachers would of sustainable change is enhanced. engage effectively with things M a ¯ori if they knew how, what motivation exists for teachers to begin It might be assumed that if the enablers which the challenging and unpredictable journey across improve outcomes are implemented then barriers the cultural divide which is New Zealand? (Harris, to progress will be overcome. Research-based 2013). interventions, initiatives and approaches such as Te Mana Korero, Te Kotahitanga and He Kakano (to Barriers were identified by analysis across the Best name a few) were all designed and implemented Evidence Synthesis3 and recognised the inequitable in New Zealand schools with significant yet nature of the education system performance for varying success (Bishop, 2011a). So with such M a ¯ori learners. Barriers included: clarification of causes and effects, the huge work put into suggestions for school self-review and Low inclusion of M a ¯ori themes and topics change (Bevan-Brown, 2003; Bishop, O’Sullivan & in English-medium education, fewer Berryman,2010) surely we could reasonably teacher-student interactions, less positive expect the dramatic improvement which still feedback, more negative comments eludes us? The Effective Teaching Profile from Te targeted to M a ¯ori learners, under- Kotahitanga is one example of a systematic and assessment of capability, widespread controlled attempt to affect school-wide reform of targeting of M a ¯ori learners with ineffective practice by teachers and school leaders (Bishop, or even counterproductive teaching O’Sullivan & Berryman, 2010). Yet with all these strategies (such as the ‘learning styles’ tools the results are still varying tremendously from approach), failure to uphold mana M a ¯ori school to school and indeed from classroom to in education, inadvertent teacher racism, classroom (Bevan-Brown, 2003; Bishop, 2011b; peer racism, mispronounced names and so ERO, 2008; 2010). on (Harker, 2006). Many learned people have eloquently described Disconnection with the M a ¯ori World and Lack of the key indicators for success required to manifest Basic Cross-cultural Skills indigenous potential and explicitly M a ¯ori potential If one cannot cross cultural norms and engage (Bevan-Brown, 2003; Bishop & Berryman, 2006; with an ‘other’ in a cultural partnership, it is Cartledge, Gardner & Ford, 2008; Smith, 1996). highly unlikely that the needed “wh a ¯nau and Here then is the challenge; whilst accepting that community engagement” (Durie, 2001) is going this rich range of academic thinking, both within to occur. No matter how adept in their discipline New Zealand and internationally, is accurate, a professional is, or how well they implement I suggest we also interrogate the continuing teaching and learning tools, without involvement unsatisfactory results for some simple explanations. in the dual cultural heritage of this land, they will In as much as research, Teachers’ Council not see the cultural differences, far less bridge professional standards and New Zealand education them to form healthy, effective relationships documents and legislation make specific what is with M a ¯ori learners and wh a ¯nau. The resulting needed, teachers cannot realistically be ignorant potential clash of cultural values creates a huge of expectations. Why, then, are some teachers barrier to establishing authentic relationships and schools finding it difficult to implement the (Cartledge, Gardner & Ford, 2008; Howard, 2010). concepts outlined within Ka Hikitia? Perhaps once Additionally, some teachers and school leaders the resources are made available it is assumed that do not see that it is their role or responsibility to those of us with little experience of the work through cultural norms which are not their M a ¯ori world will be able to apply these resources own (Bishop & Glynn, 2003) which leads us to the effectively. It is my belief that without support from point of discussion below. those
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