Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-23T15:53:53.540Z Has data issue: false hasContentIssue false
  • English
  • Français

Huakina Mai: A Kaupapa Māori Approach to Relationship and Behaviour Support

Published online by Cambridge University Press:  10 November 2014

Catherine Savage ,
Sonja Macfarlane ,
Angus Macfarlane ,
Letitia Fickel  and
Hēmi Te Hēmi
Catherine Savage
Affiliation:
Māori Indigenous Health Institute, University of Otago, Christchurch, New Zealand
Sonja Macfarlane*
Affiliation:
School of Health Sciences, College of Education, University of Canterbury, Christchurch, New Zealand
Angus Macfarlane
Affiliation:
School of Teacher Education, College of Education, University of Canterbury, Christchurch, New Zealand
Letitia Fickel
Affiliation:
School of Teacher Education, College of Education, University of Canterbury, Christchurch, New Zealand
Hēmi Te Hēmi
Affiliation:
Trades TrainingTe Tapuae o Rehua, Christchurch, New Zealand
*
address for correspondence: Sonja Macfarlane, School of Health Sciences, College of Education, University of Canterbury, Christchurch, 8140, New Zealand. Email: [email protected]
Get access

Abstract

This article presents the developmental stages of a nationwide whole-school strengths-based behavioural intervention by Māori and centring on Māori interests; an initiative that has the potential to transform educational success and opportunities. The initial phase involved a cycle of data collection. This was conducted via a series of focus groups held with Māori specialists, practitioners, families and students, to support the development of a kaupapa Māori approach to school-wide positive behaviour. The evidence that was gathered indicated that a systems framework needed to emanate out of a Māori worldview, be inclusive of family and community, and support the notion that Māori children are able to learn as Māori — to enjoy positive cultural and identity development throughout their schooling. The findings in this article describe the core features that underscore how behaviour should be shaped and supported within schools, from a Māori perspective.

Keywords

strengths-based behaviourMāori world viewMāori student behavioureducation system
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 43 , Issue 2 , December 2014 , pp. 165 - 174
Copyright
Copyright © The Author(s) 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barkham, M., & Mellor-Clark, J. (2003). Bridging evidence-based practice and practice-based evidence: Developing a rigorous and relevant knowledge for the psychological therapies. Clinical Psychology and Psychotherapy, 10 (6), 319–327.Google Scholar
Bevan-Brown, J., & Bevan-Brown, W. (1999). Special education 2000: Kura kaupapa Māori Report (Phase One Report to the New Zealand Ministry of Education). Palmerston North, New Zealand: Institute for Professional Development and Educational Research, Massey University, New Zealand.Google Scholar
Bevan-Brown, J. (2002). Culturally appropriate, effective provision for Māori learners with special needs: He waka tino whakarawea (Unpublished doctoral thesis). Massey University, Palmerston North, New Zealand.Google Scholar
Bishop, R. (1997). Māori people's concern about research into their own lives. History of Education Review, 26 (1), 25–40.Google Scholar
Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2009). Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25, 734–742.Google Scholar
Bourke, R., Bevan-Brown, J., Bevan-Brown, W., Carroll-Lind, J., Cullen, J., Grant, S., . . . Stringer, P. (2001). Special education 2000: Monitoring and evaluation of the policy (Phase Two Final Report to the New Zealand Ministry of Education). Palmerston North, New Zealand: Institute for Professional Development and Educational Research, Massey University, New Zealand.Google Scholar
Bourke, R., Holden, B., & Curzon, J. (2005). Using evidence to challenge practice: A discussion paper. Wellington, New Zealand: Ministry of Education.Google Scholar
Cullen, J., & Bevan-Brown, J. (1999). Resourcing special education in early childhood: Database and best practice validation (Final Report to the New Zealand Ministry of Education). Palmerston North, New Zealand: Institute for Professional Development and Educational Research, Massey University, New Zealand.Google Scholar
Glynn, T. (2001). Bilingual behavior checklists: Initiating a student, teacher and parent partnership in behavior management. Waikato Journal of Education, 7, 177–201.Google Scholar
Hood, D. (2007). Retention and achievement of Māori students in secondary schooling (Report to Te Kotahitanga). Hamilton, New Zealand: University of Waikato.Google Scholar
Ka’ai, T. (2004). Te mana o te reo me ngā tikanga: Power and politics of the language. In Ka’ai, T., Moorefield, J., Reilly, M., & Mosely, S. (Eds.), Ki te whaiao: An introduction to Māori culture and society (pp. 201–213). Auckland, New Zealand: Pearson Education.Google Scholar
Macfarlane, A.H. (2007). Discipline, democracy and diversity: Working with students with behaviour difficulties. Wellington, New Zealand: NZCER Press.Google Scholar
Macfarlane, S. (2012). In pursuit of culturally responsive evidence based special education pathways in Aotearoa New Zealand: Whaia ki te ara tika (Unpublished PhD thesis). University of Canterbury, Christchurch, New Zealand.Google Scholar
Ministry of Education (MOE). (2006). Ngā Haeata Mātauranga: Annual Report on Māori Education. Wellington, New Zealand: Ministry of Education.Google Scholar
Ministry of Education (MOE). (2011). Positive behavior for learning. Retrieved from http://pb4l.tki.org.nz/About-PB4L/What-is-PB4LGoogle Scholar
Meyer, L., Tawhiti, M., & Hindle, R. (2011). The evaluation of Hei Āwhina Mātua. Report to the New Zealand Ministry of Education. Wellington, New Zealand: Victoria University of Wellington.Google Scholar
Meyer, L., Savage, C., & Hindle, R. (2011). The evaluation of Hui Whakatika. Report to the New Zealand Ministry of Education. Wellington, New Zealand: Victoria University of Wellington.Google Scholar
Penetito, W. (2010). What's Māori about Māori education?: The struggle for a meaningful context. Wellington, New Zealand: Victoria University Press.Google Scholar
Savage, C., Macfarlane, A., Macfarlane, S., Fickel, L., & Te Hēmi, H. (2012). Huakina Mai: A Kaupapa Māori approach to strengths-based whole school transformation (A report for the Ministry of Education). Christchurch, New Zealand: University of Canterbury.Google Scholar
Savage, C., Lewis, J., & Colless, N. (2011). Essentials for implementation: Six years of school wide positive behavior support in New Zealand. New Zealand Journal of Psychology, 40 (1), 29–37.Google Scholar
Smith, G.H. (Ed.). (1993). Kaupapa Māori: Educational resistance and intervention in Aotearoa (New Zealand). In Higher education for Indigenous peoples (pp. 5–9). Auckland, New Zealand: Research Unit for Māori Education, University of Auckland.Google Scholar
Smith, G. (2000). Māori education: Revolution and transformative action. Canadian Journal of Native Education, 24 (1), 57–72.Google Scholar
Smith, L.T. (1999). Decolonising methodologies: Research and Indigenous peoples. Dunedin, New Zealand: University of Otago Press.Google Scholar
Sugai, G., & Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24 (1), 23–50.Google Scholar
Tauri, J. (2004, March). Conferencing, indigenisation and orientalism: A critical commentary on recent state responses to indigenous offending. Paper presented at The Qwi: Qwelstom Gathering: Bringing Justice Back to the People, Mission, British Columbia, Canada.Google Scholar
Webster-Stratton, C. (2011). The incredible years: Parents teachers and children's training series. Seattle: Incredible Years.Google Scholar