What are the different points of view on improving academia for Maori and Pasifika students?
What actions are taken to improve the educational standards of the Maori and Pasifika students?
Ideally, effective learning can only take place in a collaborative environment. Although the students carry the largest burden in the learning process, the teachers, parents, and societies also have a big role to play. All stakeholders should build partnerships founded on the understanding of all the involved parties. Lourie & Rata (2014), outline that the teachers should create a culturally responsive environment for effective learning to occur. This calls for social interaction for the teachers to learn what the societies hold acceptable. The success of a school is not only measured by academic excellence but also the overall benefits that all the students gain. In this context, education becomes a communal activity (Education Review Office, 2010). As thus academic achievement should indicate discoverable and admirable behaviors among a range of students.
The greatest action that has been taken to better educational standards in Maori and Pasifika is emphasizing on the need to integrate education and culture. The society is encouraged to take a more active role in the education systems. The teachers are also encouraged to establish stronger bonds with both the learners and the society (Lourie & Rata 2014). This collaboration is much likely to address the individual needs of the students directly. Education is a field that covers a wide range of issues and is not confined to academic intelligence. It should thus manifest itself in the lives of the beneficiaries. The overemphasis on the connection between culture and education creates the implication that education is not a tool to separate people from their culture but to better and strengthen the bonds.
Education Review Office. (2010). Promoting Success for Ma¯ori Students: Schools' Progress. 1-44.
Lourie, M., & Rata, E. (2014). A critique of the role of culture in Maori education. British Journal of Sociology of Education, 35(1), 19-36.
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