Lessons for Teachers: Maori and Pacific Islander Students' Reflections on Educational Experiences

Autor/inn/en	Blackberry, Gina; Kearney, Judith
Titel	Lessons for Teachers: Maori and Pacific Islander Students' Reflections on Educational Experiences
Quelle	In: Asia-Pacific Journal of Teacher Education, 49 (2021) 1, S.113-127 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2020.1793905
Schlagwörter	Pacific Islanders; Minority Group Students; Student Attitudes; Reflection; Student Experience; Foreign Countries; College Students; Teacher Student Relationship; Teacher Characteristics; Learner Engagement; Student Participation; Culturally Relevant Education; Teacher Effectiveness; Australia + Suchen Sie Ihr Suchwort? Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Schülerverhalten; Studienerfahrung; Ausland; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien
Abstract	Educational underachievement is well documented for minority students living in Australia. Our work with Mãori and Pacific Island (MPI) students highlights several factors that impede their participation in education. Drawing on four case studies of MPI university students, we report on the educultural factors that functioned to constrain or positively impact their academic participation. Template analysis was used to analyse in-depth interviews with the students and highlighted some cultural and relational tensions as possible barriers to successful participation. However, a number of mitigating factors including student-teacher relationships, teacher characteristics and pedagogies supported their pursuit of, and engagement in higher education. The data suggests that MPI students benefit from strong relational connections with teachers throughout their educational experience. This conclusion has implications for an educultural pedagogy to be considered in teacher education courses and for in-service professional learning for teachers working across education sectors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01