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REACH seminar, UVIC, July 2011 Anne Meade, PhD

REACH seminar, UVIC, July 2011 Anne Meade, PhD . “A safe environment which enables Māori students to debate” … and succeed. Who am I?. Mihi Mother and grandmother. I’ve enjoyed a life-time career in early years education, as a classroom teacher, academic, author, and policy developer.

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REACH seminar, UVIC, July 2011 Anne Meade, PhD

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  1. REACH seminar, UVIC, July 2011 Anne Meade, PhD “A safe environment which enables Māori students to debate” … and succeed

  2. Who am I? • Mihi • Mother and grandmother. • I’ve enjoyed a life-time career in early years education, as a classroom teacher, academic, author, and policy developer. • After holding academic positions three times at Victoria University of Wellington, two secondments to work for different Ministers of Education, and Director of the NZ Council for Educational Research, I have become an independent education consultant.

  3. What is Te Tari Puna Ora o Aotearoa? • Te Tari Puna Ora/ New Zealand Childcare Association (NZCA) is an NGO • It is the largest provider of early childhood teacher education in Aotearoa New Zealand • It maintains the same government standards for teacher education as universities • 70 academic staff teach and administer the Diploma of Teaching (Early Childhood Education (ECE)) • The Diploma is taught on 15 Bases around New Zealand, with one pouako (Māori lecturer) per Base.

  4. Field-based model of teacher education • Field-based (aka centre-based) training is an established pathway for ECE teacher education • Each week, student teachers attend one-day block courses at a Base and work in early childhood education (ECE) settings at least two days • Each week they complete a task in their “home” centre • Each term, they study one module only • Class size is usually fewer than 30 students • A strong relationship builds with the lecturers • Each year they complete a practicum in another centre. • .

  5. Some enrolment statistics • In 2010, 1770 students were enrolled with NZCA, and 485 (27%) checked Māori as their ethnicity on their enrolment form. • Only 9% of students in all tertiary education institutions in New Zealand are Māori.

  6. Some retention and completion statistics

  7. For Māori students in 2009 • NZCA course completion/ retention rates was 88% for Māori students (for all students it was 91%) • All tertiary education institutions’ course completion rates for Māori students ranged from 50% to 66%.

  8. Purposes of NZCA’s research project • Purposes of the 2010 completion rates project: • To identify the factors that contribute to Maori students’ high completion rates with Te Tari Puna Ora compared with other tertiary institutions: • To continue good practice vis-à-vis Maori in the degree programme introduced in 2011 • To share good practice with other teacher education providers.

  9. Research features • Kaupapa Maori basis, involving Māori staff in the research design, in the research processes as research assistants, participants, and critical friends • Appreciative inquiry, starting with ‘good news’ • Triangulation by gathering the perspectives of: • Tauira (Māori students) • Pouako (Māori lecturers) • Other lecturing staff • Face-to-face focus group interviews with students and pouako • On-line survey with other lecturing staff.

  10. Data gathering around six questions • Why do Māori students enroll with NZCA? • What keeps them studying? (retention) • Three main reasons why they complete? • What do pouako do that contributes to the success? • What do lecturers do? • What should NZCA retain in its degree programme? • The emphasis in analysis has been on Māori voices.

  11. 1. Why tauira enrol with Te Tari Puna Ora - contrasts • Tauira said: • Reputation –word of mouth, stories of success (“pull” factor) • Support/ encouragement to study from centre colleagues/ family (“push” factor) • Field-based model has practical value because they can combine study, working/earning and caring for family, and practice value too • Career reasons. • Teaching staff said: • kaupapa Māori, • integrates Māori language and customs throughout the programme • safe, comfortable environment for Māori students.

  12. 2. What keeps them studying? • All participants were in general agreement on the reasons for students maintaining their study: regime • Benefits to own family by being a role model • Whanaungatanga, support and encouragement from: family, lecturers, pouako, student peers and centre colleagues • NZCA teaching style – i.e., collective, interactive learning and teaching, • Work-relevant course content; clear guidelines as to tasks • NZCA’s respect for Māoridom permeates • Affirmation of culture starts students on genealogy journeys • The programme sustains and strengthens Māorii iidentity. • All the above contribute to the determination of students to succeed. They emphasised their own determination.

  13. 3. What do pouako do that contributes to success for Māori? • Pouako: • Develop and strengthen family-type relationships on the Base and in classes. • Foster hospitality and mutual respect • Empower and give plenty of support • Set high expectations/ motivate, encourage, inspire • Provide role models of success • Have lived-experiences as Māori; their teaching is authentic • Are fluent in the Māori language and Māori values/ customs.

  14. 4. What do lecturers do? • Seriously commit to NZCA’s bicultural vision • Embrace Māori approaches, and incorporate Māori language , values and customs in all modules they teach • Strengthen whanaungatanga, and support Māori students • Collaborate with pouako • Demonstrate high expectations that Māori students will achieve and complete their Diploma with pride • Vary their pedagogy, make classes fun as people collaborate to enhance understanding • Deconstruct assignments and explain academic information into plain language and concrete examples.

  15. Kaupapa Māori literature • Other studies of Māori students’ success indicate the following factors aid retention and completion: • Acknowledgement of and respect for Māori students • Kaupapa Māori being integral to the course • Cultural safety • Caring, support, respect for Māori all contribute to a strong sense of whanaungatanga • Whanaungatanga evident in different forms amongst those who are significant for the Māori students • Effective teaching by pouako and other lecturers • Flexibility in course delivery.

  16. Conclusion • Whanaungatanga in its entirety is the major theme • Whanaungatanga is about being relationally-connected and is more probable in small classes where Māori values & customs permeate everything • Whanaungatanga provides a strong platform. It guides and informs the culturally-responsive teaching • The students also value the centre-based model of delivery. • Their own determination to gain a qualification is a key • Everyone said to continue with Māori language and culture being integral when the degree commences.

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