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This article draws from a 2-year TLRI-funded research project looking at how four early childhood centres constructed positive outcomes for children from migrant families. The research questions...
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This article analyses research literature and policy texts to investigate the extent to which culturally responsive education policies can improve Māori achievement in schools. It presents a snapshot...
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The school curriculum and teacher professional standards in Aotearoa New Zealand emphasise culturally responsive pedagogies for Māori learners. However, there is a gap between rhetoric and practice....
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Since 1996 in Aotearoa/New Zealand, we have had a bicultural early childhood curriculum, Te Whāriki (Ministry of Education, 1996). This document was developed with regard to the early childhood field...
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In 2019, the Earthquake Commission (EQC) New Zealand with a stake to raise awareness of natural disasters and their impacts, commissioned the LEARNZ Our Supervolcanoes virtual field trip (VFT)...
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A hui whakatika (a meeting that seeks to resolve issues and make amends), facilitated by Māori In a mainstream school setting, provides a Treaty-based model for restoring harmony and avoiding stand...
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The early learning action plan 2019–2029, He Taonga te Tamaiti / Every Child a Taonga, ushers in a new era of thinking about the governance of early childhood education (ECE). The policy language has...
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Assessment, much like learning, is interactive, social and contextual. New information and experience is understood and assimilated in relation to prior knowledge and experiences. While it is...
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For partnerships between non-Māori teachers and Māori parents in English-medium education to productively support student learning, parents must first associate positive feelings with three layered...
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