The current research is an open exploration of achievement messages that are
carried from generation to generation in whānau, in relation to the mainstream
education system of Aotearoa. Participant groups comprised of two to three
generations within each whānau. A maximum of eight whānau will be asked to
participate. A series of continuous conversations will be held with each member of
the whānau, reminiscent of the narrative approach, but most recently described as a
methodology that allows for ensuring that data is collected in its fullest form.
Differing views about achievement and how it is negotiated within whānau will be
explored; along with issues on what, and who, within whānau are the most
predominant indicators of achievement views. Detracting from an ethnocentric
view of scholastic ability (a common marker for achievement) is done through
abandoning mainstream ideals. This research favours an open exploration
approach allowing for differing values about what constitutes achievement, and
what context achievement is based in. Outcomes of the research are intended to
show patterns within whānau and among Māori on the mainstream school system,
and how this system has contributed to achievement messages. The positive or
negative nature of the contribution from mainstream education is highly important
and relevant to further research goals, including the ability to use outcomes to
suggest social change in education provision for Māori.
