There is a strong relationship between student achievement, ethnicity, and socioeconomic background in Aotearoa New Zealand. This book is committed to providing a framework for teaching for equity, to ensure those students who are typically underserved by the system have equitable opportunities to excel.
A group of teachers, principals, and educational researchers undertook a 2-year collaborative inquiry focused on promoting equity across two Auckland primary schools with large percentages of Māori and Pasifika students.
This inquiry was underpinned by Six Facets of Practice for Equity which several of the teacher educators had developed based on their analysis of relevant international research. Case studies of their application are described in detail to give practitioners specific examples of how cycles of inquiry can lead to positive changes being made in classrooms to improve outcomes for underserved learners.
Enhancing equity through inquiry is an indispensable tool for teachers, school leaders, and educational researchers looking to increase equity throughout schools. It demonstrates how research can work hand in hand with practice to enhance marginalised students’ learning opportunities and improve their life chances
“Enhancing equity through inquiry is a unique book that offers compelling examples of inquiry for equity that will be useful locally and beyond.” Marilyn Cochran-Smith
About the authors
Lexie Grudnoff is an Associate Professor in the Faculty of Education and Social Work at the University of Auckland. Lexie’s professional and research interests are related to three related areas: initial teacher education; teacher professional learning and development; and improving understandings about how to teach in ways that lead to more equitable learner outcomes and opportunities.
Fiona Ell is an Associate Professor in the Faculty of Education and Social Work at the University of Auckland. She began her career as a primary school teacher before moving into teacher education and research. .
Mavis Haigh has recently retired as an Associate Professor in the Faculty of Education and Social Work at The University of Auckland, New Zealand. Her research interests include science education, making judgements of student teachers' readiness to teach, the work of teacher educators, and the use of complexity theory and critical realism as explanatory theory for rethinking teacher education for equity.
Mary F. Hill Mary F. Hill is an Associate Professor in the Faculty of Education and Social Work, the University of Auckland. Her work is grounded in the context of contemporary schooling and teacher education and the contribution that quality teaching makes to a socially just society. Her research nterests include educational assessment, assessment education for teaching, practitioner inquiry, and the use of complexity theory and critical realism as explanatory theory for rethinking teacher education for equity.
Kīmai Tocker has an education doctorate and lectures in the school of Te Puna Wānanga at the Faculty of Education and Social Work -University of Auckland, New Zealand. Kīmai’s research interests include Māori medium education and kura kaupapa Māori (Kura kaupapa Māori provide a unique primary school education in which children are immersed in a Māori language and cultural environment). She is also interested in utilising a narrative approach in collecting stories about Māori experiences in education, including across generations.