As a student teacher one fact is laid out to us right from the start of our training: Maori underachievement is an issue in New Zealand schools. According to Education Counts (2019), only 66.5% of Maori school leavers achieved level 2 NCEA, and only 33.8% achieved level 3 NCEA in 2016. For many of us this is a concerning statistic and begs the questions: what can we, the future teachers of New Zealand, do to help improve Maori achievement in schools?

One issue outlined by Harker and Nash (1990) takes into consideration cultural capital inequality. Cultural capital refers to the knowledge, social inclinations and skills inherited from the culture in which you are raised. Harker and Nash (1990) claim that schools have the tendency to treat all students as if they have access to the same cultural capital that is possessed by the majority. This severs to provide advantage to the majority and disadvantaging to minority groups who do not have access to the same cultural capital.

For most teachers I feel that providing a pedagogy which causes disadvantage to cultural minorities is not a wilful act, but possibly due to the notion that the teacher feels they need to treat all students the same. While this likely comes from a place of good intention, I strongly feel that it is a common misconception that in order to provide equal learning opportunities for all students, all student should be treated equally. This neglects the advantage gained by some due to the fact that their cultural capital better prepares them for an education system that caters to the majority. I feel that providing equal opportunity for all students is not synonymous with treating all student the same and the needs and experiences of each individual should be taken into consideration. I feel that the teacher should strive to catered to the needs of each student to the best of their abilities, appreciating that for some students this may mean providing more assistance than what is needed by others in order to attain the same degree of achievement.

However, as a student teacher this leads me to thinking: by making allowances for some students, am I unwittingly buying into the deficit model? Where is the line to be drawn between differentiating my teaching to suit the cultural capital of minority students, and assuming a different standard for these students based on perceived weakness. Personally, I feel the difference comes into play in expecting the same standard for minority students, whilst also appreciating that they may need extra assistance in getting there.

Reference

Education Counts (2019). Quick Stats about Maori Education. Retrieved from https://www.educationcounts.govt.nz/topics/31351/nga-haeata-matauranga-annual-report-on-maori-education/7.-quick-stats-about-maori-education

Harker, R.K. (1990). Schooling and cultural reproduction In J. Codd, R. Harker & R. Nash (Eds.), Political issues in New Zealand education (pp.25-42). Palmerston North: Dunmore Press. fffff