NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1409946
Record Type: Journal
Publication Date: 2023
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1174-2208
EISSN: EISSN-2382-0349
Ki Te Ao Marama: Experiences of Maori Inclusion in English-Medium Schools
Amy Hancock
Teachers and Curriculum, v23 n1 p25-34 2023
Through the creation of a matauranga Maori framework, termed Te Kunenga, this review has investigated how Maori teachers and Maori students have experienced inclusion in English-medium schools in Aotearoa New Zealand. Reviewed literature included qualitative published research and government reports from 2004-2022, when Ministry-led initiatives and policies focused on supporting Maori to achieve success as Maori, an era I have termed Te Ao Marama. The findings of this review show that Maori exclusion in schools continues to persist, particularly for kaiako Maori. The findings in this review identify the need for further research into the intersectionality of Maori identities and experiences in primary and secondary English-medium schools. Furthermore, this review emphasises the importance of biculturalism in English-medium schools and the inclusion and belonging of Maori to academic success.
Wilf Malcolm Institute of Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A