Enhancing equity through partnership

Tāhūrangi, on the science of learning, says:

“We learn best when we experience a sense of belonging in the learning environment and feel valued and supported. Students bring with them different cultural identities, knowledge, belief systems, and experiences. They need to see that these are valued and reflected in a school environment characterised by strong relationships and mutual respect. Students’ sense of belonging is enhanced by sensitivity to their individual needs, emotions, cultures, and beliefs.”

Recognising the value of local curriculum and local partnerships can enhance students’ sense of belonging. Engaging in authentic learning builds students’ science capital as they are able to ‘see’ themselves in science.

Prompting questions/ngā pātai

• What does belonging look like in a science classroom?

• What does equity look like in a science classroom?

• What does science look like within an Aotearoa New Zealand context?

• What does science look like within a local context – for example, local research institutes, kaitiakitanga/conservation groups and/or industries/occupations?

• What relationships does your school already have within the local rohe/community?

• How might you begin to establish relationships with local iwi and the local science community?

Transcript

Anna Thornton

When all our focus becomes on the historical, the outside of our own country, that makes it really hard for some of our students to see themselves in some of the things they’re learning and see how it values and relates to them. So I think the content that we’re shifting towards is a really big step in terms of equity. 

Carmen Kenton

Starting off with the local context, it helps them create a sense of belonging.  

Mairi Borthwick

That allows a wide variety of different science ideas to come in, as well as mātauranga Māori and also nature of science.  

Andrea Tritton

Our school has started a formal partnership with our local iwi. We’ve got to make sure that we get that right, that we’re not just expecting all of our local iwi to somehow supply us with information.  

Dianne Christenson

We’re going to want to do this project on our local river. Are you OK with us doing this? And this is the perspective that I’m thinking of looking at it from. You know, what would you like us to look at? That kind of thing.  

Mairi Borthwick

We need to establish those relationships first, and we need to move at the pace of iwi.

Acknowledgements 

Anna Thornton, Learning Area Head of Science, Mana College
Carmen Kenton, Science Teacher, Riccarton High School 
Mairi Borthwick, Head of Science, Freyberg High School
Andrea Tritton, Deputy Principal, Hobsonville Point Secondary School 
Dianne Christenson, Teacher, Whareama School 
Manu – past, present and future. © The University of Waikato Te Whare Wānanga o Waikato