The work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Mori students in public secondary schools. The project's conceptual underpinnings are based on Kaupapa Mori research, culturally responsive teaching, student voice, and relationship-based pedagogy. Data were produced by a research team who conducted a three-year external evaluation of the project in 22 of the 33 schools implementing its professional development initiative. The book shows the extent to which a well-conceptualized and culturally grounded program in culturally responsive pedagogy, supported by a well-conceptualized professional development program, can shift teacher practices and understandings. These shifts lead to a reduction in the achievement disparities of minoritized students, as well as support for the students as culturally located human beings. While the professional development project in this book addresses Mori students' educational achievement, the study's findings and messages are applicable far beyond New Zealand, because the educational experiences of Mori people are common to many Indigenous and other minoritized peoples in countries around the world.

Autorentext

Christine E. Sleeter is Professor Emerita at California State University Monterey Bay, where she was a founding faculty member. She has been a visiting professor at San Francisco State University, Victoria University in New Zealand, San Jose State University, and the University of Washington, Seattle. She serves as President of the National Association for Multicultural Education. Dr. Sleeter has published over 100 journal articles and book chapters. Her recent books include Unstandardizing Curriculum (2005), Critical Multiculturalism: Theory and Praxis (with Stephen May, 2010), and Doing Multicultural Education for Achievement and Equity (with Carl Grant, 2007).

Inhalt

Contents: Christine E. Sleeter: The Quest for Social Justice in the Education of Minoritized Students Russell Bishop: Te Kotahitanga: Kaupapa M ori in Mainstream Classrooms Mere Berryman: The Professional Development Process Luanna H. Meyer: Evaluating the Effectiveness and Impact of Teacher Professional Development Anne Hynds/Christine E. Sleeter: Professional Development from Teacher and Facilitator Perspectives Catherine Savage/Rawiri Hindle: Culturally Responsive Pedagogies across the Curriculum: What Teachers Say and Do Wally Penetito/Rawiri Hindle/Anne Hynds/Catherine Savage/Larissa Kus: The Impact of Culturally Responsive Pedagogies on Students and Families Christine E. Sleeter/Russell Bishop/Luanna H. Meyer: Professional Development for Culturally Responsive and Relationship-Based Pedagogy.