4,522
Views
3
CrossRef citations to date
0
Altmetric
Articles

Culturally responsive pedagogy: A New Zealand case study

&
Pages 391-408 | Received 02 Oct 2017, Accepted 19 Apr 2018, Published online: 30 Apr 2018

References

  • American Psychological Association & Presidential task force on educational disparities (2012). Ethnic and racial disparities in education: Psychology’s contributions to understanding and reducing disparities. Retrieved from http://www.apa.org/ed/resources/racial-disparities.aspx.
  • Armstrong, P., Gustafsson, M., Spaull, N., Taylor, S., & van der Berg, S. (2011). Improving education quality in South Africa. A report for the National Planning Commission. University of Stellenbosch, Stellenbosch, South Africa. Retrieved from http://resep.sun.ac.za/wp-content/uploads/2012/10/2011-Report-for-NPC.pdf
  • Barber, K. (2008). ‘Indigenous Rights’ or ‘Racial Privileges’: The rhetoric of ‘Race’ in New Zealand Politics. The Asia Pacific Journal of Anthropology, 9(2), 141–156. doi:10.1080/14442210802023665
  • Beck, J. (2002). The sacred and the profane in recent struggles to promote official pedagogic identities. British Journal of Sociology of Education, 23(4), 617–626.10.1080/0142569022000038468
  • Bell, A. (2006). Bifurcation or entanglement? Settler identity and biculturalism in aotearoa New Zealand. Continuum: Journal of Media & Culture Studies, 20(2), 253–268. 10.1080/10304310600641786
  • Bernstein, B. (2000). Pedagogy, symbolic control and identity – Theory, research, critique (revised ed.). Lanham, MD: Rowman and Littlefield.
  • Brodwin, P. (2002). Genetics, identity, and the anthropology of essentialism. Anthropological Quarterly, 75(2), 323–330. 10.1353/anq.2002.0027
  • Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. Sage Open, 1-10. 10.1177/2158244016660744
  • Chapple, S. (2000). Maori socio-economic disparity. Political Science, 52(2), 101–115. 10.1177/003231870005200201
  • Charlot, B. (2009). School and the pupils’ work. Educational Sciences Journal, 10, 87–94.
  • Controller and Auditor General (2012). Education for Māori: Context for our proposed audit work until 2017. Wellington: Office of the Auditor General.
  • Controller and Auditor General (2013). Education for Māori: Implementing Ka Hikitia – Managing for success. Wellington: Office of the Auditor General.
  • Doerr, N, M. (2009). Meaningful inconsistencies. Bicultural nationhood, the free market and schooling in Aotearoa/New Zealand. Oxford: Berghhan Books.
  • Durie, M. (2003). Māori educational advancement at the interface between Te Ao Māori and Te Ao Whanui. Paper presented to Hui Taumata Mātauranga Tuatoru, Turangi/Taupo.
  • Durkheim, E. (1912/2001). The elementary forms of religious life. Oxford: OUP.
  • Edwards, B., & Moore, J. (2009). Hegemony and the culturalist state ideology in New Zealand. In R. Openshaw & E. Rata (Eds.), The politics of conformity in New Zealand (pp. 45–62). Auckland: Pearson.
  • Eketone, A. (2008). Theoretical underpinnings of kaupapa Māori directed practice. MAI Review, 1, 1–11.
  • Enslin, P. (2017). Postcolonialism and education. Oxford Research Encyclopedia of Education, 1, 10.1093/acrefore/9780190264093.013.4
  • Enslin, P., & Horsthemke, K. (2015). Rethinking the ‘Western Tradition’. Educational Philosophy and Theory, 47(11), 1166–1174. 10.1080/00131857.2014.991501
  • Gamble, J. (2014). Sequencing rules as a condition of knowledge structure. In B. Barrett & E. Rata (Eds.), Knowledge and the future of the curriculum (pp. 169–180). Basingstoke: Palgrave MacMillan.10.1057/9781137429261
  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.10.1177/0022487102053002003
  • Giroux, H., & Penna, A. (1983). Social education in the classroom: The dynamics of the hidden curriculum. In H. Giroux & D. Purpel (Eds.), The hidden curriculum and moral education (pp. 100–121). Berkeley, CA: McCutchan.
  • Glynn, T. (2015). Bicultural challenges for educational professionals in Aotearoa. Waikato Journal of Education: Special 20th Anniversary Collection, 103-113.
  • Goren, G. (2009). How policy travels: Making sense of Ka Hikitia – Managing for success: The Māori education strategy 2008–2012. Wellington: Fulbright.
  • Gramsci, A. (1971). Selections from the prison notebooks of Antonio Gramsci. New York, NY: International.
  • Guenther, J., McRae-Williams, E., Osborne, S., & Williams, E. (in press). Decolonising colonial education researchers in ‘near remote’ parts of Australia. In G. Vass, J. Maxwell, S. Rudolph, & K.N. Gulson (Eds.), The relationality of race in education research (pp.1–20).
  • Harrison, M. (2004). Education matters. Government, markets and New Zealand schools. Wellington: Education Forum.
  • Houkamau, C. A., & Sibley, C. G. (2010). The multi-dimensional model of Maori identity and cultural engagement. New Zealand Journal of Psychology, 39(1), 8–28.
  • Indigenous Education Update 5 (2016). Indigenous education update, 5(5). Retrieved from: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=indigupd
  • Kachur, J. (2003). Cultural diversity and critical multiculturalism: Liberalism and its discontents. In A. Richardson, S. Putttagunta, & E. Halvorsen (Eds.), Canadian multicultural experience: Theories, myths and realities (pp. 1–35). Edmonton, Canada: ICRN Press.
  • Lourie, M. (2015). Symbolic policy and the educational myth of biculturalism. Knowledge Cultures, 3(5), 49–60.
  • Lourie, M., & Rata, E. (2017). Using a realist research methodology in policy analysis. Educational Philosophy and Theory, 49(1), 17–30. 10.1080/00131857.2016.1167655
  • Lynch, C. (2017). Pedagogic identities and Maori educational underachievement. ( Unpublished Masters dissertation). The University of Auckland, Auckland.
  • Mahuika, R. (2008). Kaupapa Māori theory is critical and anti-colonial. MAI Review, 3, 1–16 . Retrieved from http://www.review.mai.ac.nz/index.php/MR/article/viewFile/153/180
  • Malešević, S. (2006). Identity as ideology. Understanding ethnicity and nationalism. New York, NY: Palgrave Macmillan.10.1057/9780230625648
  • Manitoba Education and Youth (2003). Integrating Aboriginal Perspectives into Curricula: A resource for curriculum developer, teachers and administrators. Retrieved from: http://www.edu.gov.mb.ca/k12/docs/policy/abpersp/ab_persp.pdf
  • Maton, K., & Moore, R. (2010). Introduction. In K. Maton & R. Moore (Eds). Social realism, knowledge and the Sociology of Education. Coalitions of the mind (pp. 1-13). New York, NY: Continuum International Publishing Group.
  • McPhail, G. (2015). The fault lines of recontextualisation: The limits of constructivism in education. British Educational Research Journal, 42(2), 1–19. 10.1002/berj.3199
  • McPhail, G., & Lourie, M. (2017). Getting real: Is realism a blind spot in research methodology? New Zealand Journal of Educational Studies,. 10.1007/s40841-017-0087-y
  • McPhail, G., & Rata, E. (2015). Comparing curriculum types: ‘Powerful knowledge’ and ‘21st century learning’. New Zealand Journal of Educational Studies,. 10.1007/s40841-015-0025-9
  • Meredith, P. (1998, July). Hybridity in the third space: Rethinking bi-cultural politics in Aotearoa/New Zealand. Paper presented to Te Oru Rangahau Maori research and development conference. Massey University, Palmerston North, New Zealand.
  • Ministry of Education (2007). The New Zealand curriculum. Wellington: Learning Media.
  • Ministry of Education (2009). Ka Hikitia – Managing for success: The Māori education strategy 2008–2012. Wellington: Author.
  • Ministry of Education (2013a). Ka Hikitia – Accelerating success: The Māori education strategy 2013–2017. Wellington: Author.
  • Ministry of Education. (2013b). Effective governance. Supporting education success as Māori. Wellington: Author.
  • Ministry of Education (2015). Ka Hikitia in action – Kia rewa ki runga!. Wellington: Author.
  • Ministry of Education. (n.d.). Kia Eke Panuku - Building on success. Culturally responsive and relational pedagogy. Retrieved from http://kep.org.nz/
  • Minnis, J. (2008). Is decolonization the answer to indigenous underachievement? Rhetoric with realty in New Zealand and Canada. Canadian and International Education., 37(1), 23–43.
  • Moore, R. (2007). Sociology of knowledge and education. London and New York: Continuum.
  • Moore, R. (2013). Basil Bernstein: The thinker and the field. Abingdon: Routledge.
  • Moore and Muller (2010). ‘Voice discourse’ and the problem of knowledge and identity. In K. Maton & R. Moore (Eds.), Social realism, knowledge and the sociology of education (pp. 60–80). London: Continuum.
  • Morgan, J. W., Hoadley, U., & Barrett, B. (2017). Introduction: Social realist perspectives on knowledge, curriculum and equity. In B. Barrett, U. Hoadley, & J. W. Morgan (Eds.), Knowledge, curriculum, equity: Social realist perspectives (pp. 1–16). London: Routledge.
  • Moutsios, S. (2018). Society and education: An outline of comparison. Abington, England: Routledge.
  • Mukhopadhyay, S., & Greer, B. (2015). Introduction. In S. Mukhopadhyay B. Greer  (Eds.), Proceedings of the eighth international mathematics education and society conference (pp. 13–16). Portland: MES8.
  • Muller, J. (2000). Reclaiming knowledge: Social theory, curriculum and education policy. London: Routledge.
  • Nash, R. (1997). Deficit theory and the family resource framework: Parkyn revisited. New Zealand Journal of Educational Studies, 32, 13–23.
  • Nash, R. (2001). Models of Māori educational attainment: Beyond the ‘class’ and ‘ethnicity’ debate. Waikato Journal of Education, 7, 23–36. Retrieved from: http://wje.org.nz/index.php/WJE/article/viewFile/429/427
  • New Zealand Qualifications Authority. (2015, May). Annual report on NCEA and New Zealand scholarship data and statistics (2014). Retrieved from http://www.nzqa.govt.nz/assets/About-us/Publications/stats-reports/ncea-annualreport-2014.pdf
  • Openshaw, R. (2006). Putting ethnicity into policy: A New Zealand case study. In E. Rata & R. Openshaw (Eds.), Public policy and ethnicity. The politics of ethnic boundary making (pp. 111-127). Basingstoke: Palgrave Macmillan.
  • Parker, D. (2006). Official pedagogic identities from South African policy – Some implications for mathematics teacher education practice. Pythagoras, 63, 2–17. Retrieved from http://pythagoras.org.za/index.php/pythagoras/article/viewFile/102/106
  • Perso, T.F. (2012). Cultural responsiveness and school education: With particular focus on Australia’s first peoples; A review & synthesis of the literature. Darwin, Australia: Menzies School of Health Research, Centre for Child Development and Education.
  • Popper, K. (1978). April). Three worlds. Paper presented at The Tanner Lecture on Human Values: The University of Michigan, Ann Arbor, USA.
  • Rata, E. (2012a). The politics of knowledge in education. New York, NY: Routledge.
  • Rata, E. (2012b). Theoretical claims and empirical evidence in Maori education discourse. Educational Philosophy and Theory, 44(10), 1060–1072. 10.1111/j.1469-5812.2011.00755.x
  • Rata, E. (2013). Knowledge and the politics of culture: An example from New Zealand’s higher education policy and practice. Anthropological Theory, 13(4), 329–346. 10.1177/1463499613509993
  • Rata, E. (2015). Multiculturalism and education. In F. Mansouri (Ed.), Cultural, religious and political contestations. (pp. 107–118). Switzerland: Springer.10.1007/978-3-319-16003-0
  • Rata, E. (2016) A pedagogy of conceptual progression and the case for academic knowledge. British Educational Research Journal, 42(1), 168–184. doi:10.1002/berj.3195. 10.1002/berj.3195
  • Rata, E. (2017). Knowledge and teaching. British Educational Research Journal, 43(5), 1003–1017. 10.1002/berj.3301
  • Rata, E., & Taylor, A. (2015). Knowledge equivalence discourse in New Zealand secondary school science. New Zealand Journal of Educational Studies, 50, 223–238. 10.1007/s40841-015-0020-1
  • Rudolph, S., Sriprakash, A., & Gerrard, J. (2018). Knowledge and racial violence: The shine and shadow of ‘powerful knowledge’.’ Ethics and Education, 13(1), 22-38. 10.1080/17449642.2018.1428719
  • Russell, M. (2012). Aotearoa independent media centre: The pacification of contemporary Maori protest. Retrieved from: http://archive.indymedia.org.nz/article/69608/text-maori-oppression
  • Siteine, A. (2017). Recognising ethnic identity in the classroom: A New Zealand study. International Studies in Sociology of Education, 26(4), 393–407. 10.1080/09620214.2016.1264869
  • Smith, L. (1999). Decolonizing methodologies. Research and indigenous peoples. Dunedin, New Zealand: University of Otago Press.
  • Statistics Canada. (2012) International survey of adults, programme for the international assessment of adult competencies. Retrieved from: http://www.statcan.gc.ca/pub/89-645-x/2015001/education-eng.htm
  • Stewart, G. (2012). Achievements, orthodoxies and science in Kaupapa Māori schooling. New Zealand Journal of Education Studies: Te Hautaka Matai Matauranga, 47(2), 51–63.
  • Tomlins-Jahnke, H. (2008). The place of cultural standards in indigenous education. MAI Review, 1, 1–11. Retrieved from: http://www.review.mai.ac.nz/index.php/MR/article/viewFile/100/107
  • United States Census Bureau. (2015). American community survey 1-year estimates. Retrieved from: https://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=bkmk
  • Vavrus, M. (2008). Culturally responsive teaching. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 2, pp. 49–57). Thousand Oaks, CA: Sage
  • Vygotsky, L. S. (1962). Thought and language. In E. Hanfmann & G. Vakar (Eds and trans.). Cambridge, MA: MIT Press.
  • Weir, H. (2012). Transitioning from Māori-medium to English-medium education: The experiences and perspectives of three students. University of Sydney Papers in TESOL, 7, 51–85.
  • Whitinui, P. (2008). Kapahaka counts: Improving participation levels of Māori students in mainstream secondary schools. Mai Review, 3, 1–14. Culturally responsive and Retrieved from: http://review.mai.ac.nz/index.php/MR/article/viewFile/187/194
  • Winch, C. (2014). Know-how and knowledge in the professional curriculum. In M. Young & J. Muller (Eds.), Knowledge, expertise and the professions (pp. 47–60). New York, NY: Routledge.
  • Young, M. (2008). From constructivism to realism in the sociology of the curriculum. Review of Research in Education, 32, 1–28. 10.3102/0091732x07308969

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.