Poverty in itself however, creates barriers to education; due to the decile and zoning system and European ideal of going to ‘better’ (higher decile) schools house prices in zoned areas are much higher, thus those living in poverty are unlikely to have access to such schools (St. John & Wynd, 2008). Instead lower-decile schools often create an atmosphere lacking of ambition and hope as many children in these schools do not have the basics such as warm clothing, shoes and enough food. Without the necessary food to fuel the body it is harder to think and actively participate in schooling and it also doesn’t help when kids are constantly missing school due to being sick from cold and damp as well as poor household conditions.
It is also important …show more content…
This kind of discourse brings in Mori ideas of Whānau and Community, getting everyone involved, in order to find ways for students in poverty. It creates a sense of empowerment, the children then get to go home to their families and tell them all about what they have learnt and it gets messages through to the whole community. Garden to table is a great way to achieve equitable outcomes as it is run through schools so it will impact everyone in the class, not just those better or worse off, but everyone. Thus it creates a sense of equality and also brings together a sense of understanding by all children. Food is a way for many cultures to connect and thus it also opens children up to talking about what they do and do not have at home, opening doors for discussion and allowing teachers and other community leaders to be able to gauge how what is happening at home effects what is happening at school. It is also creating a sense of cultural acceptance and education; children learn about and cook food from around the world, learning about other …show more content…
In order to prevent further generations of impoverished children educating today’s youth is a key step. This however needs to be done in a way that supports Māori and enables them to achieve at similar rates to Pakehā. Encouraging Māori to participate in early child hood education alone is not going to be enough, instead the theories behind early childhood education need to be addressed to incorporate Māori ideas; aspects such as language, games, Waiata (songs) etc. (Ritchie, 2008). Through this Māori will feel as though their children too are gaining insight into their culture and heritage through Early childhood rather than feeling as though their Children are being integrated into purely Pākeha discourses from a young
It is also important …show more content…
This kind of discourse brings in Mori ideas of Whānau and Community, getting everyone involved, in order to find ways for students in poverty. It creates a sense of empowerment, the children then get to go home to their families and tell them all about what they have learnt and it gets messages through to the whole community. Garden to table is a great way to achieve equitable outcomes as it is run through schools so it will impact everyone in the class, not just those better or worse off, but everyone. Thus it creates a sense of equality and also brings together a sense of understanding by all children. Food is a way for many cultures to connect and thus it also opens children up to talking about what they do and do not have at home, opening doors for discussion and allowing teachers and other community leaders to be able to gauge how what is happening at home effects what is happening at school. It is also creating a sense of cultural acceptance and education; children learn about and cook food from around the world, learning about other …show more content…
In order to prevent further generations of impoverished children educating today’s youth is a key step. This however needs to be done in a way that supports Māori and enables them to achieve at similar rates to Pakehā. Encouraging Māori to participate in early child hood education alone is not going to be enough, instead the theories behind early childhood education need to be addressed to incorporate Māori ideas; aspects such as language, games, Waiata (songs) etc. (Ritchie, 2008). Through this Māori will feel as though their children too are gaining insight into their culture and heritage through Early childhood rather than feeling as though their Children are being integrated into purely Pākeha discourses from a young