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Huakina Mai: A Kaupapa Māori Approach to Relationship and Behaviour Support

Published online by Cambridge University Press:  10 November 2014

Catherine Savage ,
Sonja Macfarlane ,
Angus Macfarlane ,
Letitia Fickel  and
Hēmi Te Hēmi
Catherine Savage
Affiliation:
Māori Indigenous Health Institute, University of Otago, Christchurch, New Zealand
Sonja Macfarlane*
Affiliation:
School of Health Sciences, College of Education, University of Canterbury, Christchurch, New Zealand
Angus Macfarlane
Affiliation:
School of Teacher Education, College of Education, University of Canterbury, Christchurch, New Zealand
Letitia Fickel
Affiliation:
School of Teacher Education, College of Education, University of Canterbury, Christchurch, New Zealand
Hēmi Te Hēmi
Affiliation:
Trades TrainingTe Tapuae o Rehua, Christchurch, New Zealand
*
address for correspondence: Sonja Macfarlane, School of Health Sciences, College of Education, University of Canterbury, Christchurch, 8140, New Zealand. Email: [email protected]
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Abstract

This article presents the developmental stages of a nationwide whole-school strengths-based behavioural intervention by Māori and centring on Māori interests; an initiative that has the potential to transform educational success and opportunities. The initial phase involved a cycle of data collection. This was conducted via a series of focus groups held with Māori specialists, practitioners, families and students, to support the development of a kaupapa Māori approach to school-wide positive behaviour. The evidence that was gathered indicated that a systems framework needed to emanate out of a Māori worldview, be inclusive of family and community, and support the notion that Māori children are able to learn as Māori — to enjoy positive cultural and identity development throughout their schooling. The findings in this article describe the core features that underscore how behaviour should be shaped and supported within schools, from a Māori perspective.

Keywords

strengths-based behaviourMāori world viewMāori student behavioureducation system
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 43 , Issue 2 , December 2014 , pp. 165 - 174
Copyright
Copyright © The Author(s) 2014 

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