My research aims to explore, support and embody culturally responsive teaching and learning in Aotearoa me Te Waipounamu.
There are three key themes to my work: the development of proficiency in te reo Māori, culturally responsive teaching, and the effectiveness of professional development for the cultural competence of teachers. My research informs my teaching by exploring the success factors for adults learning te reo Māori, including the best pedagogical approaches for developing proficiency in te reo. I use qualitative methods to reveal the nuances in Māori language learning as an expression of identity which may help or hinder language development. My PhD research articulated a set of optimal factors which, when present, can optimise language learning.
My most recent work has focused on meeting the needs of classroom teachers to become culturally responsive practitioners. I have collaborated with teachers to apply theories of culturally responsive teaching into daily practice. I am part of a team of researchers who have published a series of research-based practice guides for teachers. These books are grounded in Angus Macfarlane's theoretical framework: the Hikairo Schema for culturally responsive teaching.
My future research will focus on evaluating the effectiveness of the books as resources to support teachers to empower Māori students to achieve their goals with the support of whānau.
Central to all of my work is the firm conviction that the revival of te reo and tikanga Māori are foundational to Māori success and to the cohesion of New Zealand as a nation who cares for the well-being of our most vulnerable citizens.
- Clarke TH. and Clarke TH. (2022) ). Oranga – Tīhei Mauri Ora. In Ratima M; Smith J; Macfarlane A; Riki N; Davies L (Ed.), Ngā Hau e Whā o Tāwhirimātea: Culturally responsive teaching and learning for the Tertiary Sector,Canterbury University Press.
- Pomeroy D., Azamandi M., Ratima M., Tolbert S., Jones K-L., Riki N. and Karaka-Clarke TH. (2022) How entitlement and shame conceal the institutional racism of mathemetics 'ability' grouping in Aotearoa New Zealand. International Journal of Educational Studies in Mathematics (Special Issue on Race, Racism, and Racialization i).
- Ratima M. and Duncan W. (2022) Rangatiratanga - Student Agency and Leadership. In Ratima M; Macfarlane AH; Smith JP; Riki N; Davies L (Ed.), Ngā hau e whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector Christchurch, NZ: University of Canterbury. http://dx.doi.org/10.26021/11870.
- Smith J. and Clarke TH. (2022) Oranga: Tihei Mauri Ora! In Ratima M; Smith J; Macfarlane A; Riki N; Jones K-L; Davies L (Ed.), Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector: 17-20.University of Canterbury Press. http://dx.doi.org/10.26021/11870.
- Smith J. and Davies L. (2022) Engaging with Hapori Māori. In Ratima M; Smith J; Macfarlane A; Riki N; Jones K-L; Davies L (Ed.), Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector: 46-48.University of Canterbury Press. http://dx.doi.org/10.26021/11870.