Lessons from a Va Relational Approach: Embedding Indigenous Constructs for Classroom Practice

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aut.relation.journalNew Zealand Journal of Educational Studies
dc.contributor.authorUalesi, Yvonne Maggie
dc.date.accessioned2024-04-23T03:33:36Z
dc.date.available2024-04-23T03:33:36Z
dc.date.issued2024-04-17
dc.description.abstractThere is increasing concern raised for youth not in education and employment or training (NEET). Subsequently there is an increased demand for both education and health services that support the development of positive youths’ identities, socioemotional and cognitive developmental needs, through youth mentoring strategies (Rhodes & DuBois, Current Directions in Psychological Science 17(4):254–258, 2008). Youth mentoring programmes are largely underpinned by Eurocentric approaches lacking consideration of diverse cultural needs of multi-ethnic under-served youth (Larson & Ngo, Journal of Adolescent Research 32:3–10, 2017). This article draws on data from a participant observational study highlighting how youth mentoring practice underpinned by a range of key Indigenous psychological constructs can be nurtured to improve classroom practice for kaiako (teacher, instructor). The context of investigation is focused on a youth mentoring programme in a tertiary learning environment at a large urban city of Aotearoa New Zealand that explored culturally responsive, sustaining and safe youth mentoring practice for Māori and Pacific/Pasifika rangatahi excluded from mainstream compulsory education.
dc.identifier.citationNew Zealand Journal of Educational Studies, ISSN: 0028-8276 (Print); 2199-4714 (Online), Springer Science and Business Media LLC. doi: 10.1007/s40841-024-00316-8
dc.identifier.doi10.1007/s40841-024-00316-8
dc.identifier.issn0028-8276
dc.identifier.issn2199-4714
dc.identifier.urihttp://hdl.handle.net/10292/17454
dc.languageen
dc.publisherSpringer Science and Business Media LLC
dc.relation.urihttps://link.springer.com/article/10.1007/s40841-024-00316-8
dc.rightsOpen Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
dc.rights.accessrightsOpenAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subject13 Education
dc.subjectEducation
dc.subject39 Education
dc.titleLessons from a Va Relational Approach: Embedding Indigenous Constructs for Classroom Practice
dc.typeJournal Article
pubs.elements-id545669
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