Navigating Contested Terrain: The Impact of Comprehensive Reforms on the Quality and Equity of Indigenous Education in Aotearoa, New Zealand
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| Title: | Navigating Contested Terrain: The Impact of Comprehensive Reforms on the Quality and Equity of Indigenous Education in Aotearoa, New Zealand |
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| Language: | English |
| Authors: | Piata Allen (ORCID |
| Source: | Education Policy Analysis Archives. 2026 34(3). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Pacific Islanders, Ethnic Groups, Malayo Polynesian Languages, Educational Change, Equal Education, Educational Quality, Immersion Programs, Mathematics Curriculum, Language of Instruction, English, Educational Assessment, Elementary Secondary Education |
| Geographic Terms: | New Zealand |
| ISSN: | 1068-2341 |
| Abstract: | Despite Māori language immersion schooling being available since the 1980s, most Māori (Indigenous) students in Aotearoa New Zealand (NZ) are enrolled in English language schooling. Over time, more resources have been allocated to Māori language immersion schooling, yet chronic teacher shortages and interventions designed for English language schooling continue to present obstacles to sustaining success. the past decade, Māori language immersion students have achieved school leaver attainment rates comparable to those of the general English language school population. At the same time, Māori students in English language schools report discrimination and academic challenges. This study underscores the urgent need for education policy directly benefiting Māori to improve outcomes for Māori students in both Māori language immersion and English language immersion schooling. Using the Cultural Symmetry Framework to analyse literature on successive comprehensive reforms, we propose metrics for measuring quality and equity in the Aotearoa NZ education system prioritizing success "as Māori." By focusing on mathematics curriculum and assessment policy, we examine the implications of this more equitable approach at both the schooling and university levels, including initial teacher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500571 |
| Database: | ERIC |
| Abstract: | Despite Māori language immersion schooling being available since the 1980s, most Māori (Indigenous) students in Aotearoa New Zealand (NZ) are enrolled in English language schooling. Over time, more resources have been allocated to Māori language immersion schooling, yet chronic teacher shortages and interventions designed for English language schooling continue to present obstacles to sustaining success. the past decade, Māori language immersion students have achieved school leaver attainment rates comparable to those of the general English language school population. At the same time, Māori students in English language schools report discrimination and academic challenges. This study underscores the urgent need for education policy directly benefiting Māori to improve outcomes for Māori students in both Māori language immersion and English language immersion schooling. Using the Cultural Symmetry Framework to analyse literature on successive comprehensive reforms, we propose metrics for measuring quality and equity in the Aotearoa NZ education system prioritizing success "as Māori." By focusing on mathematics curriculum and assessment policy, we examine the implications of this more equitable approach at both the schooling and university levels, including initial teacher education. |
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| ISSN: | 1068-2341 |
