Research regarding indigenous student learning outcomes in New Zealand, Canada, and the USA: Recurring themes

Richard Manning, Joseph Martin, Jon Reyhner, Larry Steeves, Angus Macfarlane

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter examines recurring themes that emerged from research related to the improvement of Indigenous students’ learning outcomes in three countries: New Zealand, Canada, and the USA. It begins by describing a New Zealand research project, which outlined key messages for Maori parents and schools emerging from research summarized by Manning et al. (Aust J Indig Stud 40: 92-101, 2011). It then describes two components of similar Canadian research conducted by Steeves (2014) in conjunction with the Seeking Their Voices project (Berryman, et al., Seeking their voices: improving indigenous student learning outcomes. Regina. Saskatchewan Instructional Development and Research Unit, University of Regina, Canada, 2014). This included a literature review and 18 interviews. These interviews involved internationally respected academics, as well as key Indigenous/non-Indigenous policy leaders and school system administrators from New Zealand, Canada, and the USA. Finally, it draws upon the selected works to provide a detailed discussion of the recurring themes that emerged from them.

Original languageEnglish (US)
Title of host publicationHandbook on Promoting Social Justice in Education
PublisherSpringer International Publishing
Pages2021-2039
Number of pages19
ISBN (Electronic)9783030146252
ISBN (Print)9783030146245
DOIs
StatePublished - Jan 1 2020

Keywords

  • America
  • Canada
  • Education
  • Indigenous
  • New zealand

ASJC Scopus subject areas

  • Social Sciences(all)

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    Manning, R., Martin, J., Reyhner, J., Steeves, L., & Macfarlane, A. (2020). Research regarding indigenous student learning outcomes in New Zealand, Canada, and the USA: Recurring themes. In Handbook on Promoting Social Justice in Education (pp. 2021-2039). Springer International Publishing. https://doi.org/10.1007/978-3-030-14625-2_101