Learning about Inclusion by Listening to Ma¯ori

Autor/inn/en	Berryman, Mere; Woller, Paul
Titel	Learning about Inclusion by Listening to Ma¯ori
Quelle	In: International Journal of Inclusive Education, 17 (2013) 8, S.827-838 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2011.602533
Schlagwörter	Inclusion; Foreign Countries; Disabilities; Indigenous Populations; Pacific Islanders; Cultural Differences; Minority Groups; World Views; Behavior Patterns; Learning Problems; Intervention; Teaching Methods; Family School Relationship; Cultural Awareness; Indigenous Knowledge; Focus Groups; Interviews; New Zealand + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Handicap; Behinderung; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Kultureller Unterschied; Ethnische Minderheit; World view; Weltanschauung; Lernproblem; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Interviewing; Interviewtechnik; Neuseeland
Abstract	Behavioural and learning difficulties experienced by students from minoritised cultural groups often arise because their cultural beliefs, values and preferred practices differ markedly from those of their teachers and their school. Research in New Zealand has shown that if inclusive education is to have real meaning for these students and their families, then their teachers and schools need to move towards pedagogies founded on relationships that are more inclusive of cultural differences. This paper discusses what we can understand about inclusion for Ma¯ori students experiencing behavioural and learning difficulties, from the experiences of their teachers and family members. Often effective interventions are found to be connected to a Ma¯ori worldview and begin by taking the time to develop relationships with Ma¯ori families, to regularly listen to them and seek to work and learn alongside them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10