Why is Māori participation an issue?

Participation in early childhood education [ECE] is pivotal as a foundation that paves the way for success in children’s overall development and education (Ministry of Education, 2008a; Farquhar, 2003). Therefore the government’s emphasis on participation is well-intended but why is it that Māori participation has been the key focus for policy makers in recent years?

The government regularly highlights disparities in the mainstream education system for Māori, through statistics that address alarming results that pinpoint Māori as low achievers. In 2008, the State of Education document discusses this issue asserting, “…while the government education picture for New Zealand continues to be positive, the system continues to underperform for specific groups of learners” (Ministry of Education, 2008a, p. 5). The report identifies early childhood education services that attract children from low socio-economic communities as having the greatest disadvantage with similarly low student engagement.   “The over representation of Māori in socio-economically disadvantaged communities means that these groups of students are particularly at risk” (Ministry of Education, 2008a, p. 5). 

My research of participation in regards to Māori in mainstream ECE, demonstrates that in 2010 there was approximate ten percent difference between those of non-Māori descent.

Below is a graph that shows this difference:

(Ministry of Education, 2010a).

So does this data identify Māori participation in ECE as an issue with a mere ten percent difference?

Regardless, the Minister of Education, Anne Tolley, addresses her concern for Māori in education as she  asserts “the raising of Māori and Pasifika education achievement as a number one priority” (Logan, 2009).  This is discussed in cabinet in the following video:

The educational aspirations of Māori parents are “that our children do well, finish school and go on to tertiary education” (Cunningham, Stevenson & Tassell, 2005 cited in Ngati Kahungunu cultural standards project overview, n.d.). From a Māori perspective, culture and language are very important considerations in the education of Māori children, as it ultimately links to a secure identity.  Dr Wally Penitito agrees, declaring “Why is there a problem with maori students school performance? Because the cultural discontinuity between Māori student home and family and the institution of school are gross. (Penetito, 1998, p. 102 cited in Ngati Kahungunu cultural standards project overview, n.d.). 

Therefore for many Māori their main educational concerns may not put participation at the top of their list. Thus, I ask are Māori really concerned about their participation in early childhood centres? And if so what are the barriers if they choose a mainstream (non Maori kaupapa) service?

References

Early Childhood Services-Funding. (2009). [Video]. Retrieved April 1, 2011 from, http://www.youtube.com/watch?v=vC4WzvHd2JM

Farquhar, S. (2003). Quality teaching Early foundations: Best evidence synthesis Iteration. Retrieved March 12, 2011 from, http://www.educationcounts.govt.nz/publications/series/2515/5963

Logan, I. (2009). Learning to achieve. Spasifik, 35, 26-32. Retrieved February 21, 2011, from Index New Zealand database.

Ministry of Education. (2010a). Prior participation in early childhood education: new entrants. Retrieved March 2, 2011 from, http://www.educationcounts.govt.nz/indicators/student_participation/early_childhood_education/1931

Ministry of Education. (2008a). State of education in New Zealand. Wellington, New Zealand: Author.

Ngati Kahungunu Cultural Standards Project Overview. (n.d.). Retrieved April 2, 2011 from, http://www.kahungunu.iwi.nz/sections/homepage/KahungunuCulturalStandards.htm