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Gepubliceerd in: Journal of Child and Family Studies 10/2015

07-01-2015 | Original Paper

Enabling School Engagement for Māori Families in New Zealand

Auteurs: Neresa Hall, Garry Hornby, Sonja Macfarlane

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 10/2015

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Abstract

The aim of this research was to explore the mechanisms involved for engaging Māori (the indigenous people of New Zealand) families in their child’s education. Semi-structured interviews were conducted with five Māori parents of year nine and ten students (aged between 12 and 14 years) from two suburban high schools in New Zealand. The research was framed within an indigenous qualitative methodology and employed interpretative phenomenological analysis from which four superordinate themes emerged. These themes closely align with concepts that underpin a Māori worldview (Ritchie in Becoming bicultural. Huia Publications, Wellington, NZ, 1992) and Macfarlane’s educultural wheel (Kia hiwa ra! Listen to culture—Māori students’ plea to educators. NZCER, Wellington, NZ, 2004). They have the potential to inform school policy, facilitate engagement with indigenous families, and foster Māori student achievement.
vorige artikel Parent Training and Adolescent Social Functioning: A Brief Report
volgende artikel Parental Bonding and Parental Alienation as Correlates of Psychological Maltreatment in Adults in Intact and Non-intact Families
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Metagegevens
Titel
Enabling School Engagement for Māori Families in New Zealand
Auteurs
Neresa Hall
Garry Hornby
Sonja Macfarlane
Publicatiedatum
07-01-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 10/2015
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-014-0107-1

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