Topic: This paper reports the results of a  research partnership project designed  to investigate the specific school-based interventions that positively impacted indigenous Māori students’ academic motivation and in-school engagement within a community of schools in New Zealand. Student, family, school leader, and teacher perspectives were examined to understand which interventions were most successful for Māori students and why. The results revealed a desire by school leaders to develop and enhance a localised and relevant curriculum, utilising culturally responsive teaching approaches, which prioritised Māori language and cultural knowledge. Initiatives to address inequity and mitigate poverty were also prioritised by school leaders. The results of this study have implications for schools serving culturally diverse communities globally.

Objective: This project was designed with Māori, for Māori, and by Māori (Durie 2006) and provided an opportunity to address themes of strategic importance regarding raising educational success of Māori students within the New Zealand education system (Ministry of Education, 2022). This research project was aligned with a professional development initiative within 12 schools in a low-socio economic area of a regional city in New Zealand. The schools had appointed professional development leaders who worked collaboratively with a focus of raising Māori student engagement and motivation at school as Māori make up over 60% of the school population demographic in this community. The research design sought to examine Māori student success from the perspective of Māori students, their families, community members, and teachers from one iwi (tribal) region. Their research concluded that collaborations between academics and practitioners that draw upon indigenous perspectives with an inquiry-focused methodology have much to contribute, firstly in New Zealand and, secondly, in other culturally diverse research contexts. This project, conducted through a research–practice partnership (Coburn et al., 2013), involved school leaders and teachers as researcher–practitioners working alongside academic researchers to identify the interventions, teacher practices, and leadership decisions that supported Māori students to be successful on their own terms.

Theoretical Framework: The Kaupapa Māori approach utilised in this research project meant that ethical, methodological, and cultural matters were given precedence and influenced decisions regarding methods, technologies, participant preferences, communication strategies, and the dissemination of the research findings. The full research team was focused on ensuring that Māori perspectives and ideas were at the forefront of the initiative, and every effort was made to ensure  Māori culture and language was foregrounded and respected while also being cognisant of the contemporary realities of the participants.

Culturally Sustaining Schooling (CSS), also known as culturally relevant pedagogy or culturally responsive teaching, is a collective approach to teaching that focuses on raising the achievement of diverse students who have, historically, been underserved by the education system (Castagno & Brayboy 2008). CSS assumes that a firm grounding in one’s language, culture and history is a fundamental prerequisite for the development of culturally healthy students and communities, and an essential ingredient for identifying the appropriate qualities and practices associated with culturally sustaining educators, curricula, and schools (Alaska Native Knowledge Network 1998). In the New Zealand context, CSS approaches use Māori students’ ethnic and cultural backgrounds as a context for learning, and attempts to connect “to and through [students’] personal and cultural strengths, their intellectual capabilities, and their prior accomplishments” (Gay 2010, p. 26). Paris’ (2012) definition of culturally sustaining pedagogy expands on these assertions by promoting learning opportunities where students and teachers deliberately perpetuate, foster and sustain cultural knowledge, practices and language.

This project, which employed a mixed-methods case-study design, involved gathering quantitative and qualitative data from teachers, school leaders, principals, students, and their families within 12 schools during the 2020 school year (Table 1). Case study is considered a qualitative method, distinguishable by its use of multiple data sources (Yin 2003), but with the potential for integration of qualitative and quantitative data (Baxter & Jack 2008). It is the convergence, or integration, of multiple data sources that “adds strength to the findings as the various strands of data are braided together to promote a greater understanding of the case” (Baxter & Jack 2008, p. 554). In this case study, we examined the specific interventions that made the biggest difference to Māori student engagement in learning. The data gathering coincided with and was affected by the global COVID-19 pandemic, when schools in New Zealand were impacted by extended lockdown conditions. The project adhered to ethical principles and practices, including informed consent, protection of vulnerable students, anonymity, and confidentiality, as outlined by iwi (tribal) protocols and the University of Auckland Code for Human Ethics (Approval Number: 024166). Data Sources: Data were drawn from three sources. Firstly the Kia Tu Rangatira Ai Survey which included separate questionnaires for students, whānau and teachers which were administered in all 12 schools and were completed by over 3,000 participants (Table 1). The survey was completed between February-September, 2020. Data from the questionnaires were analysed using descriptive statistics on the quantitative data (e.g., mean scores). Qualitative data in the open-ended questions were thematically analysed using a culturally responsive and pedagogical lens with a second analysis carried out to identify key themes. Secondly, interviews were conducted with each of the school leaders in the twelve schools to understand the extent and effectiveness of deliberate interventions at each school level that would support the social and academic outcomes of Māori students. Finally, two focus group interviews were conducted. The first with 22 leaders and teachers to collaboratively analyse the data gathered during the survey and interview phases of the project. The second focus group consisted of 22 Māori-medium teachers who were themselves fluent speakers of Māori language and who conducted their curriculum teaching in Māori. This focus supported a strong Māori perspective and response to the findings. These focus group conversations were recorded, transcribed, and qualitatively analysed using open-ended thematic analysis to identify themes.

Developing a localised culturally appropriate curriculum was considered by school leaders to be extremely important in order to engage students in their learning. They described a commitment to developing curriculum which incorporated learning about local histories, Māori role models, extended use and understanding of Māori language by school staff and connections to local communities. School leaders were focused on reducing inequity by supporting initiatives that improved the health and wellbeing of their students. Leaders of schools that experienced the greatest inequity discussed “food in schools” programmes that ensured all students had access to healthy school breakfast and lunch, and investment in healthy play options such as cycle tracks, adventure playgrounds, and new physical education gear. During the pandemic related lockdown conditions in New Zealand, school support for families extended beyond the school gate to ensure students had access to learning materials, food and school holiday programmes such as swimming lessons. School leaders noted challenges for students and their teachers arising from inequity around the use of digital technology. The notion of technological poverty is a national and international trend that was made increasingly visible during the lockdown requirements of the Covid-19 pandemic. The survey results clearly revealed that Māori parents have high This project has relevance for international educational researchers and communities as the design has provided an opportunity to consider the types of interventions that will support culturally diverse education communities facing challenging circumstances to flourish and thrive.

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