Bishop and Glynn (1999) make the point that because the Pakeha culture is accepted as the norm in New Zealand Primary Schools, we have a lack of understanding about the importance of other cultures in the classroom and teaching to those cultures. Understanding and addressing this issue needs to be done in order to make the digital feedback effective for these students.
To find out the benefits and challenges of implementing effective feedback with Maori akonga, I will be working alongside Matua, Tipene Cotrell and Whaea Kerri Sherrard. Tipene has been employed by our school to work with the senior students as a Te Reo/ Taha Maori Specialist Teacher role. Tipene will provide support for teachers and will be actively involved in digital learning with Maori akonga. My interview questions will focus on the benefits and challenges of embracing the principles of Kaupapa Maori within effective feedback. These questions are:
One benefit of the effective feedback approach is that it allows students to take ownership of their learning and share it with others. This, in theory, should embrace the self-determination principle of Kaupapa Maori (Tino rangatiratanga). In my experience, Maori students are sometimes reluctant to share their work with others and will often ignore the feedback they have received. Have you encountered similar situations before? Can you suggest some strategies to help them overcome their resistance?
What are the challenges for non-Maori teachers in developing culturally preferred writing programs for Maori akonga? How can teachers overcome these challenges?
Whanau members play an integral part in the education of Maori akonga by understanding and communicating Maori akonga's needs to learn as Maori. Would it be a good idea to invite caring Whanau members to collaborate with teachers in showing them how we give feedback to Maori Akonga and get their thoughts and ideas about our process?
Potential Impact of Findings: