The human capital theory holds that education is a form of investment in that the individuals who are consumers of education acquire skills and knowledge that can be converted into work and income in the post-school years. but it is not a level playing field, many would argue. Some of the so-called 'toughest kids' come from very difficult home situations. Inconsistent housing, absentee parent(s), lack of resources, and violence are only a few examples of what some of these students have to face every day. Kids that are neglected at home can act out in school to receive attention, good or bad. They want someone to notice them and take an interest in their lives. It is important to scaffold students develop not just academically, but also socially, physically, and culturally. Māori students, and particularly boys, present the education sector with challenges and the purpose of this project is to design a 'Guide for Educators' that is predicated on Māori and Indigenous concepts, research, and pedagogies and which sets out sensible and sensitive ways of responding to rangatahi at the margins. These students have human capital too, and 'Guide for Educators' would be a key resource to responding to the challenge of realizing their potential.
Project location: Te Rū Rangahau: Māori Research Laboratory
University of Canterbury
This project was undertaken by a summer intern, Makayla Hewlett, under the supervision of the Principal Investigator Professor Angus Macfarlane, University of Canterbury.
The resulting output was:
Macfarlane, A., Macfarlane, S., and Hewlett, M. (2016) The Hikairo Schema: Culturally responsive teaching in early years settings. Christchurch: University of Canterbury.