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Te Whakahōnere ngā Wawata o te Whānau: Honouring the Educational Aspirations of Whānau Māori in two English-Medium Primary Schools in the Otago-Southland regions in Aotearoa New Zealand

Published online by Cambridge University Press:  28 November 2017

Paul Whitinui
Paul Whitinui*
Affiliation:
Exercise Science, Physical and Health Education, University of Victoria, Victoria, British Columbia V8P 5C2, Canada
*
address for correspondence: Paul Whitinui, Exercise Science, Physical and Health Education, University of Victoria, 3800 Finnerty Road, Victoria, British Columbia V8P 5C2, Canada. Email: whitinui@uvic.ca
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Abstract

This paper reports on the preliminary findings of a study carried out in two English-medium primary (elementary) schools (years 1–6) located in the Otago-Southland regions between 2014 and 2015. The purpose of the study aimed to explore the educational aspirations whānau Māori (i.e., Māori family) want for their children, and to build better relationships for teaching and learning in these two schools. The opportunity to bring whānau Māori together using a school hui (i.e., formal school meeting) process, not only created a culturally safe space for whānau Māori to share their thoughts, ideas and concerns about their children's education, but it also provided an opportunity for constructive feedback, and a greater awareness of the success enablers for whānau Māori and their children. A key finding to emerge, is that, whānau Māori not only see the provision of schooling and education for their children as an extension of who they are as culturally connected learners, but also as a medium for learning more about their own cultural norms, values, beliefs, strengths and attributes.

Keywords

Bi-cultural educationMāori educational aspirationswhānau wellbeingpositive education
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 48 , Issue 1 , August 2019 , pp. 52 - 65
Copyright
Copyright © The Author(s) 2017 

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