Maoritanga : a study of teacher sensitivity

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a copy to be downloaded by an individual for the purpose of research and

private study only. The thesis may not be reproduced elsewhere without

the permission of the Author.

A theB.~-E'- ]'l:rE~E:'2-!1ted. in. :pa~~ .. ^-~.) .. nl f\Ll:i.fj.J.r(.Dr·t"~ c·f tl:::.:;

rcq_tti t"'len>en:ts f· . ."Jr~ t.~c; D!.:;,~.:~0u c,f' t1aGi~::::1'; of Ar~to

at Masacy UniversJ.t~.

Acknowledge me~:. ts Abstract

J,i st of Tables

CEAPT~R 1 - INTRODUC'i'IOl;~

CHAPTER 2 - CU:UrDRE, SOCIALI~'./c_;_r:;:on AI\JD Rl!:A LITY

Cul tm'e

Social Interaction

r-. " J ·t . .

-~UO-·C'\..L Hre

Socia1i za t:i.on

Subject:i.'.'G Real.j_ ty

InconsL--~tcncies in Realj_ty Confj_rn~~ tion:c:3 Reality Maintenance

Ocu1tos

Culture; Shock Summary

Tu~2.ori Identity Dou1Jted Maoritanga Defined

Existence of Llaoritanga Affirmed Maoritango ifr Urban Settints

Chi ld.re:n Learn ;:Iha t '.L'hey Live A Herrnissance?

Minority Group Status

Page

ii.

ij_i

i

I+

7

8 12 13

15 16 '17 i9

20 20

21

23

26 26 27

28

CHAPTER 1-t - RACIAL A'l'TI'I'UDE::> AiTD uND}:RSTAHDETG~I

IN NEV'! ZEALLJ:TD P .Al\J~H A 'J.'

o

J\:t..

o r n

Racial Prejudice

Ignorance and Indif'fer·ence Brown·-Skinned Pakehn s

Ocultos

Knowledge Sacred?

Su1mnary

CHAPTJ!:R

5 -

TEACI-l.li:R SENf.>I'l'IVn~Y TO BICULTUR.AI,1~-3Iv~· ·-

BENE11' n~s AND IMPLICATIONS Need for Sensitivity

Benefits of Sensi ti vi ty

Off icial and Semi-Official Views Cornrn.i s:::lion on Educ8. t ion ( 1962) New Zealand Educational Institute

Report (1967)

National Ad.viso:c·;i Con;mi ttee ( 1970)

Edu ca ti on De:part.rnent Publication ( 1971) Educational Develo;me.nt Conference

Report ( i 975)

Need for Re-socialization of Teachers Organized Experiences Needed

Responsibilities of Officials

E:> urnrn a r y

CEAPTf~H 6 - EUHVI£Y DJ-;SIGN

30

30

3.5

35 36

l.j.1

J.~-2

1.~9

52

54

56

57

59

6i

C^F .L""l..i-l...:: . ^A ·o1r;;'R .:.-• 6 ( c·'on·/· ··'ci )

Taranaki Teacher Sample Taranaki I.: a or i Sample Hawke's Bay Sanwle PsychoJ.ogi st Sample Que stionr1.a1re

Lie Scsle

Marki:ng Dt.sndards ·- Section 6 Admh15- r-iti'ation Procedure

Sumrnary

CHAPTER 7 - ANA.LYSIS AND DISCU.3SION OP RESTJLTS

Tara.naki Sample

Sect.ions 2 s.nc1 3

Section

5 -

Fiction - Reports

- Educational and Socio- logical References

- c.TOtlrl18.lS

Other References - Reeson for Heading Section 6

Hawke' s Bay Sample

Sections 2 and 3 Section Lf

Section

5 -

Fiction - Repo1.'tf3

61.j.

67

67 68 69

71 73 75 77

78

7P _{I ~l}

80 92

97

99

101 105 107 108 108 113 115

·12·i 124 124

CHAPTER

7

(Cont.)

•• T:;dt;.ca tional and Socio- logical

References

- Journals

-

Other References

- Reason

for

Reading ::>ection

6

P SJ' cho log is t . S amp l E::

Summary

Sections 2 and

3 Sect

i

on 4

Section

5 -

Fiction

Section

6

- Reports

- Educational and Soc1o-

l oeical

References

- Journals

CHAPTER 8 - CONCLUDING S'l'ATEMENT

APPENDIX A - THE QUF~STIONNAIRE

BI BLIOGRAPHY

127 127 131

·132 132

137 .. I.) ""7

142 1111.i.

1 L~6

1 LJ.6

1L~9

149 153

151..j.

158

168

i.

My task in writing this thesis has been greatly assisted by 8. nmn·ber of people. Thanks are due to Dr Douglas Bray who both supervj.Eed and indirectly inspired this work. H5..s

assistance and insistence at appropriate moments has been appreciated.

TbarlJ{S are extended to the District Senior Inspectors o:f the Taranaki and Hawke' s Ba.y .&duca tion Board Districts and the Principals of schools involved, for thelr· rec..dy co-operation.

Also my tbEJ.nks to all those who completed Que stionnai:-es.

To Richard Bates who gave his time and expertise when i t was badly needed, a special thanks. Many other people inclt"..ding the staff o::e the New Plymouth Pubhc Library assisted in one way or another and this assistance vrn.B appreqiated.

li'j_naJ.ly my thanks are due to Mrs Clare Wra thall who has so capab1y and cheerfully typed this msi.nuscript.

ABSTRACT ii.

---· -

For many years it has been recognised$ both by official and unofficial sources, that as a group, l.Iao:r.•i chilcll'en do less well in school than Pakeha children. 'fi1e major explan- ations for this have usually -involved reference to lower

socio-economic status or lingu1stic variables. 'iihile not deny:Lng that these variables are important, this study has attempted to place much greater> emphasis on variables related to the discontinuity between the teachers' background and the sub-cul tur-al and mino:r·i ty group status of their Tlaori pupils.

Ranginui 'i'iallzer' s statement that teachers are predominantly monocultural and not sensitised to react to biculturalism or'

the minority group needs of l'iiaori pupils, was taken as a hypothesis.

A Questionnaire was designed and circulated amongst grour,s of Pakeha teachers and psychologir:its. A group of Maoris was

also· selected to complete part of this ~uestionnaire. The

results suggest that by ancl large Pakeha teachers seek few experiences which would lead them to a greater understanding of the "Maori sj_de" of their Maori pupils' lives. Furthermore they appear to have a poor knowledge of Maoritanga. This

conclusion was found to be true of teachers in areas where there was a re la ti vely hie;h pe_rcentage of Maori pupils, as well as their counterparts in areas where relatively few I•/ia.ori

pupils are on school rolls.

ii j_.

J_,IST OP 'l'ABI,Ji:S

______

^{_. ...}

'l'able

1. School Rol~s (

1/7/75),

^I·h1111bcr of Teachers and Percentage Response to (~uesttonnaiPe :for the

Taranaki Sample Schools 66

2. School Ro11s

(23/4/76),

N\unber of Teachers and Percentage Response to G<,uestionnaire for the

Hawke' s Bay Sanwle Schools 63

3.

University Successes of Teachers in the Taranaki Sample. (Figures represent percentages of each

sample group.)

78

L~. Summary of Tar·anal<i Respondents¹ Answers to Question 7, Section 1. Special Experiences Which Have Helped Respondents Understand Maori

Pupj_ls Better. 79

5.

Summary of Answers to Section 2. Taranaki

Teacher ?ample and Taranaki Maori Sample. 81

6.

Summary of Answers to Section

3.

'faranaki

Teacher- Sam11le and 'l'aranaki Maori Sample. 88

7.

:h:stimated N·o_rnber of In-Service Training Days Spent on Maori Education During the ]~a.st Five Years. Taranaki Teacher Sample.

lv.

8. Oplnions on Most Crucial Issue Facing Maori

Children in Schoo ls. Taranald Teacher Sample. 96

9.

Fiction. Reading Completed. by 1'aranaki Teacher Sample .•

10. Reports. Reading Completed by Taranaki Teacher Sample.

11. Educational and Sociological References.

98

100

Readin.g CompJ.eted. b~r Tarana..'ki Teacher Sample. 102

·12. Percentage of Total Poss:Ll11.e Heading Completed by Taranaki Teacher Samp1e.

-13. Journals. Reading Completed by Taranaki Teacher Sample.

14. Section 6. Percentage of Taranaki Teacher Sample Credited with the Corre ct Answer for ];ach Item.

15. Section 6. Percentage of Taranald Teacher Sample Obtaining SyJecific Raw Scores.

16.

University Sue cesses of Teachers ln the Hawke' s Bay Sam..ole.

105

106

109

·111

113

17.

Sunin1ary of Hawke' s Bay Respondents¹ Answer·s to Question

7,

Sectio"n 1. Special Experiences Which Have Helped Respondents Under> stvn.:5. r1'.a.ori Pupils Better.

18. Su.rr.;nary of Answers to Sectio!l 2. Hai.vke' s Bay Teachers.

19. Summs.ry of .Answers to Section

3.

Hawl.;:e ¹ s Bay Teacher· s.

20. Estimated Ni..unber of In-Service Training Days Spent on 1.\aorj_ Education During the La.st Five

v.

11 l-j.

117

Year·s. Hawke' s Bay Sample. 122

21. Hawke's Bay Sample. O:pinj_onr3 on Vlhe,t is the Most Crucial Issue Facing Maori Children in

School. 123

22. Fiction. Readir~ Completed by Hawke' s Bay Sample. 125

23. Reports. Reading Completed by Hav1ke' s Bay Sample. 126

24. EducD.tiorial and Sociological References. Reading Completed by Hawke's Bay Teacher Sanwle.

25. Jour-naJ.s. Readtng Completed by Hawke' s Bay Teacher Sample.

128

130

vi.

26. Percentage of To ta 1 Possible Reading Completed

b;y Ha~vke's Bay Teacher Se.m.ple. 131

27. Sectj_on 6. Percentage of Hawl~e¹ s Bay Teacher Sample Credited with the Cor·re ct Answer for

Each Item.

133

28. Section

6.

Percentage of Hawke's Bay Teacher

Sample Obtaining Specific Raw Scores. 131+

29. Summary of Psychologists' Answers to Question 7, Section 1. Special Experienees Whk h Have

Helped Hespondents Understand Maori Pupils Better. -137

30. Sv.mmary of Answers to Section 2. Psychologists Sample.

·30a. Directional Indices of Othe·r Sample Groups •.

Sect ion 2.

31. Summary of Answers to Section

3.

Psychologists

· Sample.

31a. ·Directional Indices of Other Sample Groups.

Section 3.

32.

Estimated Ntunber of In-Service '!'raining Days Spent on Maori bducation During the Last Five Yea:rs. Psychologists Sample.

1:; ^7.0 ./

139

141

33.

Ps;~,rcholo.e;ists Sam1)le. Opini.on on v'/hRt is the

Most Crucial Issue Pacing hiaori Ch:Lldl·en in Schools.

34.

F~:..ction. Reading Completed by Psychologists Sample.

35. ^{Reports. .Headil18} Completed by Ps;:,rchologists Sample. ,.

36. l~ducationo.l and Soe:iol?gical References. Res.d:Lng

vj_i.

147

Compl eted by Psycholoeists San~le. 148

37.

^{Journals. Hes.d.ing Completed 1)y} Psycholoeists Sampl e.

38. Section 6. Percentage of Psychologists Sample

1 lJ.9

Credited with the Correct .Answers for Each Item. 151

39. Section 6. Percentage of Psychologists Sample

Obtaini.ng Specif1c Raw Scores. 152