Navigating contested terrain: The impact of comprehensive reforms on the quality and equity of Indigenous education in Aotearoa New Zealand

Abstract

Despite Māori language immersion schooling being available since the 1980s, most Māori (Indigenous) students in Aotearoa New Zealand (NZ) are enrolled in English language schooling. Over time, more resources have been allocated to Māori language immersion schooling, yet chronic teacher shortages and interventions designed for English language schooling continue to present obstacles to sustaining success. the past decade, Māori language immersion students have achieved school leaver attainment rates comparable to those of the general English language school population. At the same time, Māori students in English language schools report discrimination and academic challenges. This study underscores the urgent need for education policy directly benefiting Māori to improve outcomes for Māori students in both Māori language immersion and English language immersion schooling. Using the Cultural Symmetry Framework to analyse literature on successive comprehensive reforms, we propose metrics for measuring quality and equity in the Aotearoa NZ education system prioritizing success as Māori. By focusing on mathematics curriculum and assessment policy, we examine the implications of this more equitable approach at both the schooling and university levels, including initial teacher education.