“The Hidden Lives of Learners”

On practicum, observations were made on a numbers of classes.

These included a year nine low ability class, year ten mid stream class

and year eleven boys. Year twelve and thirteen classes were also

observed, but not considered for the study as student engagement in

these classes was very high with little variation. This was

unsurprising in year twelve and thirteen chemistry where the students

were facing NCEA examinations and university entrance and were

very well motivated. Students for interview were selected from the

year nine and year eleven classes. These classes were selected as a

number of lessons were spent with the students assisting and teaching

and a good relationship, with the students established. All interviewed

students were asked to sign a consent form and were informed that

answers and identities were confidential and identities would not be

linked to answers. It would not affect marks or work in any way. It

was explained this study was designed to help me become a better

teacher and I was very grateful for there help in achieving that. The

questions used were those presented in the 610 Course outline

document, Davies,M,. Rozas,C. (2009).

The focus of this essay was on the effects on engagement of students

with learning of cultural diversity, whilst also considering adolescent

issues which impact upon this. Three students were selected with the

following profile;

• A Maori (his description), student with a low degree of

engagement (year 11 male), hereafter referred to as “Tom”.

(Maori father, Pakeha mother)

• A recent immigrant to New Zealand from Europe with a high

degree of engagement (year 9 girl), hereafter referred to as

“Mary”

• A New Zealand European boy, hyperactive but not diagnosed

Attention deficit hyperactivity disorder who was a (year 9

male), who will hereafter be referred to as “Josh”.

Names have been changed to protect identity. The school was a decile

eight school, special character catholic, with in general a very high

degree of engagement, few discipline problems and a good pastoral

structure for students. The students interviewed all appeared well

supported by the schools pastoral network and in the cases of the low

engagement and learning needs student, these needs were identified

and support associated with needs provided.

Motivation varied, as did engagement of students interviewed and it

was apparent that in the students interviewed motivating factors were

diverse.

Mary explained her motivation and reason for being at school as

“achieving university entrance and getting a good job”, although she

was unsure what it was she wanted do. In her interview, this came up

several times and was a strong reason behind her high level of

engagement in academic work. It could be considered that her

answers were in line with the description of foreclosure as described

by Marcia and Strayer (1996). Contrasting this were her other

answers to questions which indicated a feeling of isolation from her

peers. She showed no sign of the “smugly self-satisfied” teenager

described by Drewery and Bird (2006).

Tom by comparison showed a low degree of engagement in school,

viewing it as a “ waste of time”, “something I have gotta do”.

His motivation for being at school was social to see his friends , but

he did not feel free to say what he wanted in class and was very

concerned at “looking cool”.

Well liked by his peers he appeared to enjoy his time at school,

despite describing it as a “waste of time” but was disengaged from the

learning process, seeing little relevance to his life.

At the same time Toms answers showed some confusion of where he

wanted to be when he finished school, living very much in the

moment. He did express concerns about the future but seemed to

consider he had already missed the chance of doing better in school

and would get a job with his family. He said, “my dad didn’t do well

at school but now did well at his own business” He did not feel the

school acknowledged his culture or individuality or were interested in

him as a person. When asked what it was that teachers did that put

him off learning? He commented, “They always criticise my writing,

even in science” (The Interview was carried out during a year eleven

science session). He felt school had no relevance to his life and even

when he tried at school he was criticised for the same things, mostly

presentation. He did enjoy art and technology. The lack of

acknowledgement of his personal culture is in contrast to Delpit

(1997) who comments “ children have a right to their own language,

their own culture”. In the classes observed, which Tom was in, there

was no evidence that the teacher included or made use of Maori

culture. As noted by Nuthall (2007) “This inclusion could have

provided the bridge between the culture of the school and the culture

of his home and extended family”

It would be tempting to label Tom as in a state of foreclosure as

described by Kroger (1996), but he may also be in a state of identity

achievement having decided that school was not relevant to his

identity. Tom may also be in a process of circular identity formation

cycling as described by Drewery and Bird (2006), as his identity

develops.

Josh enjoyed school and showed a high degree of engagement. A very

happy go lucky teenager his motivation for being at school was that it

was fun and he enjoyed being with his friends. In contrast, he found

lessons, boring and too long, thought there should be more breaks.

His main motivation for coming to school was to enjoy sporting

activities and meet girls. Josh was very much in a state of flux, and

change. Using Delpit’s (1996) description he would most likely fit

into the description of Moratorium, not having settled on any

particular path or identity but rather exploring alternatives. In contrast

to the other student’s he gave no indication of parental expectation or

demands.

Nuthall (2007) describes three worlds of the classroom “the public”

which the teacher observes and can manage, the “semi private”

revolving around peer relationships, and “the private world of the

childs own mind”. The effects and influences of these worlds on the

students interviewed varied widely both in intensity and particular

effect.

Mary conformed to the pressures of her family by doing well at

school, she sought the approval of the teacher and in the public world

succeeded. She absconded from semi private world of the social

interactions of her classmates and avoided her peers. Her private

world may be confused as she struggles to fit into the identity crafted

for her by her parents. Tom dissociated from the public world and

focussed on the semi private world of his peers. In the “private

world” his beliefs appeared confused by the adaptation to a hybrid

culture was apparent (his parents were Maori father /Pakeha mother).

His stated his mother told him he had “wasted” his education, his

father had said, “he never did any good at school”, and Tom at this

stage identified with his father, and had a low expectation of school.

This hybrid culture is discussed by Webster (2008) in “Walking the

space between” , where she states.; “true inclusion allows hybrid

Maori/Pakeha to live in both Maori-ness and Pakeha-ness in relation

to their social interactions, relationships and cultural practices”. The

focus of “Maori-ness” or “Pakeha-ness” and polarisation of culture

forces some children to choose between cultures instead of allowing a

natural progression of identity.

In conclusion, the three students interviewed provided a valuable

window into the multilayer worlds of the classroom..The effects of

culture, peer and parental pressures impact on the private and semi-

private worlds of the child. So much more is relevant to learning than

the delivery of the teacher and by understanding to a limited degree,

these three students it is difficult to see how this can be translated to

practice for a class as a whole in any one class.

Webber (2009) stresses the importance of positive hybrid role models,

and the understanding “that ethnic identities do not have to remain

fixed in the past but can undergo constant transformation”. If this

fluidity can be achieved, it allows students to select the best from

their peers, respond to positive role models and not be pigeonholed in

to any one group as they travel along the path through adolescence to

an identity that fits their individuality.

New Zealand society is increasingly multi-cultural rather than

bicultural. As aspiring teachers we have a responsibility to provide a

safe forum for this in classrooms “bearing in mind that school

experiences are central to shaping ethnic identity” (Weber 2009).

Fraser (2008) states “ our classrooms should be places where students

feel free to take risks”.

The classroom is fundamentally a learning environment impacted by

cultural, social and economic factors among others. It is probably

impossible for any one teacher to reach all children in the classroom

environment (which doesn’t mean he or she shouldn’t try). Sheets

(2005) pointed out “The education process not the learners

themselves, needs to change to facilitate inclusion and equitable

achievement outcomes”.

On a school basis a vibrant mix of culture amongst the teachers would

provide positive and diverse role models for the students. In

secondary school, this should be a beneficial side effect of multiple

teacher contact.
References

Nuthall,G. (2007) The hidden lives of learners. NZCER Press, New Zealand
Council for Educational Research Wellington New Zealand

Webber,M.(2008) Walking the space between. NZCER Press, New Zealand

Council for Educational Research Wellington New Zealand

Marcia, J. E., & Strayer, J. (1996). Theories and stories.

Psychological Inquiry, 7 (4), 346-350.

MgGee C., & Fraser D. (2008). The Professional Practice of Teaching (3rd
Edition) Cengage Learning Australia

Sheets, R. (2005). Diversity pedagogy: Examining the role of culture in the

teaching-learning process. Boston, MA: Pearson Education

Delpit, L.D. (1997) The Silenced Dialogue: Power and pedagogy in educating
other people's children. In A. H. Halsey, H. Lauder, P. Brown and A.S. Wells
(Eds.), Education: Culture, Economy, Society, (pp. 582-594) Oxford University
Press.

Drewery, W., & Bird, L. (2006). Adolescence. In Human development in

Aotearoa: A Journey through life. (pp. 223-256). Australia: McGraw Hill
Australia Pty Limited.

Kroger, J. (1996). Identity, regression, and development. Journal of Adolescence,

16, 203-222.