| Tittel: | The role of cultural connectedness and ethnic group belonging to the social-emotional wellbeing of diverse students | | Ansvar: | Melinda Webber, Selena Waru-Benson | | Forfatter: | Webber, Melinda  / Waru-Benson, Selena | | Materialtype: | Bokkapittel | | Utgitt: | Oslo : Universitetsforlaget, 2022 | | Omfang: | S. 294–312 | | ISBN/ISSN: | 9788215053424 | | Emneord: | Samer / Statsborgerskap / Utdanning / Utdanningsrett / Vitenskapelig publikasjon | | Geografiske emneord: | New Zealand | | Note: | Open access: Creative Commons CC BY 4.0 licence. | | Innhold: | Abstract
Social-emotional wellbeing at school is related to students’ connectedness to their cultural selves, their sense of ethnic group belonging and pride, and the ways they participate confidently as critical citizens who recognise and protect the rights, beliefs, values, and identities of others. Using a Kaupapa Māori approach, this chapter discusses the social-psychological conditions for cultural connectedness and ethnic group belonging for primary school students (n = 2149) aged 5–12 years and secondary school students (n = 584) aged 13–18 years in Aotearoa, New Zealand.
Keywords: cultural connectedness, ethnicity, Aotearoa New Zealand, citizenship, social-emotional wellbeing | | Del av verk: | Indigenising education and citizenship | | Forlagets omtale: |
This book is about Indigenous education and citizenship. Our center of attention is the politics of Indigenous education to be put into practice. We emphasise the processual aspects of both education and citizenship. We investigate how having both Indigenous and non-Indigenous citizens in nation state education systems is reflected in policy, pedagogy, and practice, and how to consider the implications for future forms of education and citizenship. The book contributes to knowledge about Indigenous education as a field of research, policy, and practice around the world. To reach this goal, we examine the conceptual, political, and pedagogical issues relating to Indigenous citizenship and education in four different contexts, namely Sápmi, Australia, Aotearoa New Zealand, and Namibia. Together, the contributors of the book come from different research disciplines, from Indigenous studies, education, and social anthropology to sociolinguistics, political science, and philosophy. The chapters highlight continua and diversity rather than dichotomies and unity. We look for how local practices relate to national and international demands and perspectives, and for different ways of performing citizenship. Together, we seek the connections between the local, the national and the international, and between educational policy and practice.
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