Indigenous-based inclusive pedagogy: The art of Kapa Haka to improve educational outcomes for Māori students in mainstream secondary schools in Aotearoa, New Zealand

Abstract

Kapa (in rows) haka (dance) is a contemporary performing art that mainstream secondary schools (i.e., High Schools Yr. 9-13) in Aotearoa, New Zealand are obligated to provide as a means of supporting the social and cultural wellbeing of Maori (i.e., Indigenous people of Aotearoa, New Zealand) students who attend. Considered a culturally responsive activity, kapa haka provides many opportunities for Maori students to engage in learning more about their own language, culture and customs. With over 54 thousand Maori students (18%) attending mainstream secondary schools in Aotearoa, New Zealand finding ways to improve educational outcomes for these students is of importance to many educators nationwide (Ministry of Education, 2006). This paper is based on doctoral research completed in 2007 which explored the 'voices' of 20 Maori students and 27 secondary schools teachers about the educational benefits associated with participating in kapa haka and implications for improving schooling and teacher practice. The study was informed by a Kaupapa Maori theoretical framework that seeks to reject notions of 'deficit' theorising by reinforcing the right for Maori to meaningfully participate in determining their own destiny in all areas of society (Smith, 1997). The findings concluded that the most effective way to improve levels of Maori student participation (i.e., interest, attendance, engagement, association and success) is for schools, teachers and Maori communities to work together to seek a deeper understanding of ways to include Maori language, culture and customs as a valid part of the curriculum. The need to include culturally responsive learning environments that enable Maori students to move, perform and share what they have learnt either as a whole group or class (i.e., collectively) was a consistent finding to emerge. This paper will highlight kapa haka as a culturally-preferred pedagogy and include a number of key social and cultural practices that secondary schools (i.e., public Statefunded high schools) and teachers may find useful working with culturally-connected learners who are Indigenous.