Louise Quinn: 275234174

Critically discuss the policy aspiration of 'Mori achieving educational success

as Mori' with reference to key Mori educational policies.

Article two and three of the Treaty of Waitangi establish the role Mori have in
shaping their own education (Hoskins and McKinley, 2015). Since the 1970s a
number of educational developments, driven by research initiatives have emerged
which have attempted to change the trend of Mori underachievement (Hoskins and
McKinley, 2015). Ka Hikitia - Accelerating Success 2013-2017 (MoE, 2013) is a
Mori education strategy developed by the MInistry of Education that aims to lift
Mori student educational achievement levels while ensuring that students not only
maintain but embrace all aspects of their Mori identity (MoE, 2013). The strategy is
being rolled out in three phases: Ka Hikitia - Managing for success 2008-2012, Ka
Hikitia - Accelerating Success 2013-2017 and Ka Hikitia 2018-2022 (MoE, 2013).
This essay will analyse the positive and negative aspects of phase 2, Ka Hikitia -
Accelerating Success 2013-2017 in relation to its goal of ensuring Mori students
achieve educational success as Mori. For me Mori students achieving
educational success as Mori means students being proud of their culture,
language, background and traditions. It means Mori students seeing their culture
being honoured and valued at school in a way that lays the foundations for them to
excel in their education and to reach their full potential. I believe that achieving as
Mori also means enjoying educational experiences that have been developed not
through a majority Pkeh lens but through a strong Mori viewpoint.

I believe that the Ka Hikitia education policy (MoE, 2013) has the potential to help
Mori students achieve educational success as Mori as the strategy is based on a
number of principles that have been linked to raising Mori achievement. The first
principle I will look at is Identity, Language and Culture Counts (MoE, 2013). Mori
underachievement has been linked to decades of education policy in New Zealand
that focused on Mori assimilating into Pkeha culture. In order to be accepted Mori
were encouraged and expected to relinquish their identity, their language and their
culture (Hoskins and McKinley, 2015). Ka Hikitia (MoE, 2013) states that Students
well-being is strongly influenced by a clear sense of identity, and access and

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exposure to their own language and culture (p. 16). When students feel respected
as people, feel valued for being themselves, when they see their interests and what
is familiar to them being included in everyday school life then school will be a place
where they will feel happy, safe and comfortable (Te Maro, Higgins and Averill,
2008). This kind of environment is one where Mori students have the chance to
reach their full potential. Through this principle the strategy is recognising that in
order to achieve, Mori students, their teachers and schools should embrace all
aspects of Mori identity, making it an important and visible part of classroom and
school life.

For evidence of the impact that embracing Mori culture in the classroom can have
on students we can look to research conducted by Te Maro et al. (2008). Te Maro et
al. (2008) highlight the ways in which teachers and the wider school community at
two Wellington schools have incorporated Mori culture strongly into their culture,
and the link between this culturally responsive teaching and the high achievement
levels of their Mori students in the area of mathematics. According to Te Maro et al.
(2008) in both schools Te Reo was frequently used for written communication on
signs and notice boards. It was also spoken by staff and students both inside and
outside of the classroom and both schools provided opportunities for staff to continue
to improve their Te Reo. Other aspects of Mori culture that were evident at the
schools were the use of Karakia to begin the school day and pwhiri when
welcoming visitors. Staff were also encouraged and supported in seeking advice and
further understanding of Mori culture from Mori staff members (Te Maro et al.,
2008). This is evidence of the Ttaioko competency Whanaungatanga (MoE, 2011).
Te Maro et al. (2008) link the high level of cultural responsivity seen at these schools
to their Mori students increased levels of achievement. They state that principals,
teachers and pre-service training programmes should recognise this link and
incorporate it into their own schools, teaching practices and programmes for the
benefit of their Mori students.

An increased understanding of Mori culture and identity paves the way for the
introduction of another principle included in the Ka Hikitia strategy: Productive

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Partnerships (MoE, 2013). Productive Partnerships means developing a line of

communication between schools and whnau, hpu, iwi and Mori organisations
(MoE, 2013). But in order for this partnership to be worthwhile and effective this line
of communication must work both ways. Schools and teachers need to develop an
understanding of Mori students and the connection that they have to their whnau
and whnau in turn must feel comfortable with engaging with schools (MoE, 2013).
The importance of communicating with parents and whnau in helping Mori
learners to achieve success 'as Mori is highlighted through the Ttaiako
competency Wnanga (MoE, 2011). Outcomes achieved when teachers work to
build relationships with whnau include students feeling as though they are being
listened to and cared about and feeling that their teacher makes it possible for their
parents and whnau to be involved in their learning (MoE, 2011). Outcomes for
whnau include being able to have conversations with teachers in relation to their
childs learning and feeling that their knowledge and ideas are appreciated, valued
and respected (MoE, 2011). Averill et al. (2014) further emphasis the importance of
building these relationships by suggesting that schools work to involve students and
their whnau in the process of decision making around school matters. I feel that the
inclusion of the Productive Partnerships principle in the Ka Hikitia strategy (MoE,
2013) is one of its strengths and this is another reason in my opinion that the
strategy has the potential to help Mori achieve educational success as Mori.

As well as these strengths there are aspects of Ka Hikitia that I feel will not be
sufficient to enable Mori students to achieve educational success as Mori. One
major weakness of the strategy is that it is not compulsory (Lecture slides, Hana
Turner, 16 March 2017). Teachers and schools are not obliged by law to adopt the
ideas and practices outlined by Ka Hikitia (MoE, 2013). Therefore the experiences of
Mori students can potentially differ greatly depending on how committed and well
positioned their school is to implement the strategy (Averill et al., 2014). Furthermore
many Mori students are attending schools that are very Eurocentric (Averill et al.,
2014). How likely is it that a Mori viewpoint will be considered in schools where the
vast majority of students, teaching and administration staff are Pkeh? In some
schools it is likely that significant changes will be required in terms of opinions and

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attitudes before the Ka Hikitia strategy could be implemented (Averill et al., 2014).
For example, Averill et al. (2014) highlight one senior leadership team members
statement around including content that is identifiably Mori (p. 38) within lessons.
According to this school leader some school departments were making progress in
this area but there are other departments saying [it] cant happen in my subject
(Averill et al., 2014, p.38). This is an important example of how difficult it can be to
drive change when there is no legislative support to backup the proposed policy or
strategy and unfortunately the Ka Hikitia can do no more that offer guidelines to
teachers and schools (MoE, 2013). This is made clear in the first few pages of the
Ka Hikitia publication (MoE, 2013), Ka Hikitia-Accelerating Success 2013-2017 is a
strategy to guide action to make significant difference. (p. 5).

Another weakness in the Ka Hikitia education strategy (MoE, 2013) is that while
schools may have the drive and determination to adopt the principles and focus
outlined by the Ka Hikitia without adequate financial support it may be difficult for
them to do this in a meaningful way (Averill et al., 2014). Schools that are already
under financial pressure may not have the resources to dedicate to staff professional
development, for example in the area of increasing fluency in Te Reo. Including
Mori culture and identity into the school culture and curriculum in a manner that is
shallow and cursory could actually have a negative impact on Mori students (Averill
et al., 2014). According to Fraser and Hill (2016) well meaning efforts from teachers
to include a students culture in the classroom can sometimes result in nothing more
than a tokenistic gesture that may leave students feeling singled out and different to
their peers. The government makes no firm statement in Ka Hikitia (MoE, 2013)
about ensuring funding is provided to support the implementation of the strategy. A
paragraph in the last few pages of the publication states that the Ministry of
Education and other education agencies will need to show how their investment
decisions will help to achieve the goals of Ka Hikitia (MoE, 2013, p. 55). It also
states that Monitoring will determine if we are on track (MoE, 2013, p. 55). I feel
that this statement highlights the lack of financial support associated with the Ka
Hikitia strategy (MoE, 2013). In my opinion the wording establishes the idea of
targets not being met as a distinct possibility. Without adequate resources for

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schools I am sceptical of the level of impact that this policy can have on Mori
achieving educational success as Mori.

I feel that Mori education policies that seek to address the disparity in educational
achievements of Mori in New Zealand are extremely important. They hold such
importance as a specific focus needs to be placed on remedying the decades of
damage done to Mori in relation to their education and their identity within the
context of educational settings. The Ka Hikitia strategy is based on principles such
as Identity, language, culture count and Productive Partnerships. Weaving Mori
culture and identity into the fabric of school life and building strong and authentic
two-way relationships with parents and whnau are both ways that can help Mori
students to feel happier, valued and more comfortable in the school environment.
Therefore by adopting these principles teachers and schools can effect positive
change in their Mori students achievement levels. However creating and distributing
impressive publications containing well intentioned policy is of no benefit to students
if the school they are attending will not or cannot implement these strategies. Policy
must be backed by legislation and adequate funding. Unfortunately it is in this area
the Ka Hikitia educational policy reveals it weaknesses.

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References

Averill, R., Hindle, R., Hynds, A., Meyer, L., Penetito, P., Taiwhati, M., Hodis, F., &
Faircloth, S. C. (2014). It means everything doesnt it? Interpretations of Mori
students achieving and enjoying educational success as Mori. Research
Information for Teachers, 2, 33-40. Retrieved from
http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/it-means-eve
rything-doesn-t-it-interpretations-m-ori-students-achieving-and

Fraser, D., & Hill, M. (2016). The professional practice of teaching in New Zealand
(5th ed.). South Melbourne, Australia: Cengage Learning.

Hoskins, T., & Mckinley, E. (2015). New Zealand: Mori Education in Aotearoa. In M.
Crossley, G. Hancock & T. Sprague (Eds.), Education in Australia, New Zealand and
the Pacific (pp. 159-179). London; New York: Bloomsbury Academic. Retrieved from
http://ebookcentral.proquest.com/lib/auckland/reader.action?docID=2003126&ppg=1
80

Te Maro, P., Higgins, J., & Averill, R. (2008). Creating strong achievement gains for
Mori students in English-medium mathematics classrooms. Findings from the New
Zealand Numeracy Development Projects 2007, (37-49). Retreived from
https://nzmaths.co.nz/sites/default/files/Numeracy/References/Comp07/comp07_tem
aro_etal.pdf

The Ministry of Education, Te Thuhu o Te Mrauranga. (2011). Ttaiako cultural

competencies for teachers of Mori learners. Wellington, New Zealand: The Ministry
of Education.

The Ministry of Education, Te Thuhu o Te Mrauranga. (2013). Ka Hikitia

accelerating success 2013-2017. Wellington, New Zealand: The Ministry of
Education.