Creating Culturally Inclusive Contexts for Engagement and Learning

Authentic and Agentic Drivers for Success

In: Moving towards Inclusive Education

Abstract

and both argue that policy development is shaped by the philosophical positionings of those who comment upon and control competing interests. further highlights the need for education policies to actively target ethnicity so as to avoid “hegemonic cultural domination” (p. 23), and effect change for minority populations that regularly have the greatest need. Given that Māori philosophy and perspectives are regularly absent in education policy development, then the theoretical perspectives that underpin policies of inclusion are likely to be bereft of Māori aspirations, beliefs and values. describe ‘inclusion’ as the process of increasing the presence, participation and achievement of all students in schools, with particular reference to those groups of students who are at risk of exclusion, marginalisation or educational underachievement. As the indigenous people of Aotearoa New Zealand, many Māori would argue that education contexts are oftentimes ‘disabling’ places, particularly when bereft of the cultural realities, beliefs, practices and values that resonate for many Māori. What are Māori perspectives of inclusion and belonging? How might these perspectives be more embedded in education policies? What are the key components of culturally responsive policies of inclusion? Research undertaken by explored Māori perspectives of culturally responsive evidence based practices in education, and how these views needed to be represented in education policies. The participants (all Māori) universally felt that current education policies were generally foreign to their worldview perspectives, and in conflict with the ways in which they believed things ought to be done with and for Māori; a view shared by . The participants also expressed frustration at the ways in which policy was continually changing, and how they were not consulted throughout this process, despite being are a priority group. This chapter explores the key imperatives that underscore inclusion, belonging, equity and culture, and considers the links between research, policy and practice as a means of liberating the notion of culturally responsive inclusion in Aotearoa New Zealand.

Moving towards Inclusive Education

Diverse National Engagements with Paradoxes of Policy and Practice

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