scispace - formally typeset
Search or ask a question
JournalISSN: 1173-6135

Waikato Journal of Education 

Wilf Malcolm Institute of Educational Research
About: Waikato Journal of Education is an academic journal published by Wilf Malcolm Institute of Educational Research. The journal publishes majorly in the area(s): Curriculum & Teacher education. It has an ISSN identifier of 1173-6135. It is also open access. Over the lifetime, 457 publications have been published receiving 3183 citations. The journal is also known as: Hautaka matauranga o Waikato & Hautaka mātauranga o Waikato.


Papers
More filters
Journal ArticleDOI
TL;DR: The authors discusses the underpinnings of what constitutes 'normality' in relation to research approaches and discusses the infience Pacific indigenous values have on the way New Zealand Pacific peoples see their worlds.
Abstract: This paper contributes to the theorising on Pacific research approaches from a personal and Tongan perspective. At the same time, it suggests that the majority of the thinking and concepts discussed have similarities and common implications for most other Pacific communities in AotearoalNew Zealand. In the paper, I discuss the underpinnings of what constitutes 'normality' in relation to research approaches. In order to theorise an appropriate approach to researching Pacific educational and social issues in Aotearoa, I discuss the infiuence Pacific indigenous values have on the way New Zealand Pacific peoples see their worlds.

505 citations

Journal ArticleDOI
TL;DR: The New Zealand Ministry of Education recognises that the most important challenge facing teachers today is the ability to manage simultaneously the complexity of learning needs of diverse students (Alton-Lee, 2003, p. v).
Abstract: The New Zealand Ministry of Education recognises that the most important challenge facing teachers today is the ability to manage simultaneously the complexity of learning needs of diverse students (Alton-Lee, 2003, p. v). It also holds the view that for quality teaching to occur, teachers must be responsive to diversities between groups of learners as well as within groups of learners. This paper aims to enhance educators’ understandings about the intra-group diversities of Pasifika and to signal the implications for teaching and learning

76 citations

Journal ArticleDOI
TL;DR: In this article, the authors describe the 25-year journey of two schools and their community's determination to resist and reject alienating school environments in favour of a relevant, culturally located, bilingual learning model based in a secure cultural identity, stable positive relationships, and aroha (authentic caring and love).
Abstract: If we look at a child’s colouring book before it has any colour added to it, we think of the page as blank. It’s actually not blank, it’s white. That white background is just ‘there’ and we don’t think much about it. Not only is the background uniformly white, the lines are already in place and they dictate where the colour is allowed to go. When children are young, they don’t care where they put the colours, but as they get older they colour in more and more cautiously. They learn about the place of colour and the importance of staying within the pre-determined boundaries and expectations. This thesis argues that this is the setting for our mainstream, or what I have called whitestream, New Zealand schools—that white background is the norm. When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from that white norm and how they don’t fit perfectly inside our lines. If the colour of the space doesn’t change schools are still in the business of assimilation, relegating non-white children to the margins, no matter how many school reform initiatives, new curricula, strategic plans or mandated standards we implement. What the schools in this study have tried to do is change the colour of the space—so that the space fits the children and they don’t have to constantly adjust to fit in. New Zealand’s education system has been largely silent on the topic of whiteness and the Eurocentric nature of our schooling policy and practice. However, when I talk to senior M a ori and Pasifika ‘warrior-scholars’ in Te Wh a nau o Tupuranga and Clover Park Middle School about “white spaces” they have encountered in their schooling experience they can identify them all too easily. ‘White spaces,’ they explain, are anything you accept as ‘normal’ for M a ori when it’s really not; any situation that prevents, or works against you ‘being M a ori’ or who you are and that requires you to ‘be’ someone else and leave your beliefs behind. White spaces are spaces that allow you to require less of yourself and that reinforce stereotypes and negative ideas about M a ori. Most telling of all was the comment from a M a ori student that goes straight to the root of the problem: “White spaces are everywhere,” she said, “even in your head.” This thesis describes the 25-year journey of two schools and their community’s determination to resist and reject alienating school environments in favour of a relevant culturally located, bilingual learning model based in a secure cultural identity, stable positive relationships, and aroha (authentic caring and love). While the research design is a case study, in terms of western, ‘white space’ academic tradition, it is also a story in terms of kaupapa Maori and critical race methodology. More importantly, it is a counter-story that chronicles the efforts of these two schools to step outside education’s ‘white spaces’ to create new space. This counter-story is juxtaposed against pervasive, deficit-driven whitestream explanations of ‘achievement gaps’ and the ‘long tail’ of Maori and Pasifika ‘underachievement’ in New Zealand schools. In the process of this research the focus shifted from how could Maori and Pasifika learners develop secure cultural identities in mainstream schools, to examining what barriers exist in schools that prevent this from happening already? As these issues became clear the language of the thesis shifted accordingly; ‘developing’ a cultural identity was reframed as a reclamation of educational sovereignty—the absolute right to ‘be Maori’ or ‘be Pasifika’ in school—and ‘mainstream’ schooling became better understood as the ‘whitestream’. The study hopes to contribute to the journey other schools might take to identify and name their own white spaces, and to make learning equitable for indigenous and minoritised learners.

53 citations

Journal ArticleDOI
TL;DR: The authors explores the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy, which has particular implications for the further development of bilingual education, both for Maori and, possibly, other minority groups.
Abstract: The field of language education in Aotearoa New Zealand, as elsewhere, has developed significantly since its early and almost exclusive focus on the acquisition of English literacy in schools. As the field has expanded, so too has the range of language education sectors addressed and the theoretical approaches and understandings employed in relation to language and literacy education. Both developments have resulted in a more coordinated literacy education policy — exemplified to date most clearly in the New Zealand Literacy Taskforce — and a more situated, less monolithic understanding of the widely different literacies available to learners. Despite these developments, however, one area still remains noticeably under-theorised and marginalized in relation to the ongoing development of language and literacy education policy in Aotearoa New Zealand — the place of second language learners within it. This paper explores this lacuna and the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy. This has particular implications for the further development of bilingual education — both for Maori and, possibly, other minority groups — and for the related possibilities of multicultural education. It also requires a wider and clearer recognition of minority language education rights, as developed within both international law and political theory, in order to apply these rights appropriately to an Aotearoa New Zealand context which is currently witnessing rapid and extensive demographic (and linguistic) change.

44 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
20239
202244
202111
202013
201919
201818