Literaturnachweis - Detailanzeige
| Autor/inn/en | Savage, Catherine; Macfarlane, Sonja; Macfarlane, Angus; Fickel, Letitia; Hemi, Hemi Te |
|---|---|
| Titel | Huakina Mai: A Kaupapa Maori Approach to Relationship and Behaviour Support |
| Quelle | In: Australian Journal of Indigenous Education, 43 (2014) 2, S.165-174 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1326-0111 |
| DOI | 10.1017/jie.2014.23 |
| Schlagwörter | Ethnic Groups; Pacific Islanders; Foreign Countries; Indigenous Knowledge; Culturally Relevant Education; Ethnicity; Cultural Capital; Identification (Psychology); Student Behavior; Educational Environment; Interpersonal Competence; World Views; New Zealand |
| Abstract | This article presents the developmental stages of a nationwide whole-school strengths-based behavioural intervention by Maori and centring on Maori 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 Maori specialists, practitioners, families and students, to support the development of a kaupapa Maori approach to school-wide positive behaviour. The evidence that was gathered indicated that a systems framework needed to emanate out of a Maori worldview, be inclusive of family and community, and support the notion that Maori children are able to learn as Maori--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 Maori perspective. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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