New Zealand (NZ) is home to a rich tapestry of cultures, with Māori as the Indigenous people alongside communities of European, Pacific, and Asian descent. The 2023 Census indicates that nearly 30% of the population is from non-European and non-Māori ethnic groups, including 17.3% Asian, 8.9% Pacific, and 1.9% Middle Eastern, Latin American, or African (Statistics New Zealand, 2023). Among NZ schools, the student population has also become increasingly diverse, with Asian student representation almost doubling since 2013, while European/Pākehā numbers have decreased, reflecting broader ethnic diversity (Ministry of Education, 2023).
Figure 1
Percentage Distribution of Student Ethnic Groups in New Zealand (2013 vs 2023)
Note. Changes in the proportion of students from different ethnic groups. Adapted from School Rolls, by Ministry of Education, 2023 (https://www.educationcounts.govt.nz/statistics/school-rolls). Copyright 2023 by Ministry of Education.
In response to this growing diversity, multicultural education in NZ has focused on creating an inclusive environment that respects and integrates diverse cultural perspectives. This approach not only shapes students' learning experiences to meet their unique needs, values, and learning styles but also supports equity in educational outcomes. Since the early 2000s, Restorative Practices (RP), a set of approaches aimed at building relationships, resolving conflicts, and repairing harm within a community, have complemented these efforts by playing a pivotal role in the education system, promoting empathy, respect, and accountability (Drewery, 2016). These relational practices strengthen connections among students, teachers, and the wider community, fostering a sense of belonging where everyone feels valued. This article examines how RP and multicultural education work together to build a more inclusive and respectful society within NZ NZ's schools.
Multicultural Education and Restorative Justice in New Zealand
Multicultural education in NZ involves integrating various cultural narratives and histories into the curriculum. Central to this approach is the value placed on te ao Māori (the Māori worldview), which honors the Te Tiriti o Waitangi (Treaty of Waitangi) by ensuring that Māori culture, language, and knowledge are woven into the educational experience of all students. This is reflected in key frameworks like Te Whāriki, NZ’s early childhood curriculum, which emphasizes a holistic approach to education and acknowledges the importance of cultural identity and belonging (Ministry of Education, 2017). Historically, Māori and Pacific students have faced inequities such as higher rates of suspensions and exclusions, and lower academic achievement compared to other groups. These disparities often stem from systemic biases, a lack of culturally responsive teaching, and socio-economic barriers.
In 1999, facing concerns about increasing school suspensions and the uneven impact on Māori and Pacific students, the NZ Ministry of Education partnered with the University of Waikato to introduce Restorative Justice for Conferencing in school. The intention of the project was to keep students in school rather than suspension. This approach involves guided meetings where everyone affected by a conflict works together to find ways to repair relationships and build mutual understanding (Drewery, 2004). This initiative set the stage for bringing RP into schools, laying a foundation for more effective approaches to handling conflicts and strengthening school communities. By emphasizing healing, relationship-building, and reintegrating students rather than relying on traditional punishments, RP has been crucial in making the education system fairer and more inclusive (Drewery, 2010). It has significantly helped address the uneven use of disciplinary measures, particularly with Māori students, as schools aim to lower exclusion rates and create a sense of belonging and connection that is essential for students' academic and personal growth (Macfarlane et al., 2007).
How Restorative Practices are Implemented in New Zealand Schools
Figure 2
The PB4L Restorative Practice Model
Note. The comprehensive PB4L Restorative Practice (RP) model. Reprinted from Restorative Practice Kete: Book One, by New Zealand Ministry of Education, 2014, (https://pb4l.tki.org.nz/PB4L-Restorative-Practice). Copyright 2014 by New Zealand Ministry of Education.
Restorative Practices in New Zealand schools are implemented through the Positive Behaviour for Learning (PB4L) initiative, a Ministry of Education-led program aimed at enhancing student well-being, improving learning experiences, and addressing problem behaviors through evidence-based strategies. As part of this effort, the PB4L RP initiative invests significantly in professional development to equip educators with the skills and tools needed to apply restorative approaches consistently. These approaches include restorative conversations, circles, and conferences, all aimed at fostering empathy and accountability. Within this framework, RP is a key approach for fostering inclusive school environments where conflicts are seen as opportunities for growth.
The PB4L RP model is founded on four core principles: (1) the influence of positive interpersonal relationships on behavior, (2) a culture of care that respects everyone’s mana (dignity), (3) the importance of cultural responsiveness in fostering mutual respect, and (4) a restorative approach that encourages individuals to take responsibility for their actions. At the heart of this model is the Māori concept of mana, which emphasizes a person's inherent dignity, reinforces the idea that everyone deserves to be treated with respect and care, regardless of their actions (The Restorative Practices Development Team, 2003).
A key component of RP professional development is the "Restorative Practice Kete," a series of five resource books that guide schools through the implementation of RP. "Kete," symbolizing a collection of tools, provides step-by-step guidance on conducting hui (meetings) and integrating principles like manaakitanga (hospitality) and whanaungatanga (relationship building) into RP. In schools, hui acts as an inclusive space where all participants can express themselves, reflecting core values and fostering a culturally grounded approach to conflict resolution. This process ensures that emotional and relational experiences are acknowledged, and all voices respected, fostering inclusivity and mutual understanding (Wearmouth et al., 2007).
Conclusion
New Zealand’s integration of multicultural education and RP offers a compelling model for fostering inclusivity and equity in schools. By embedding Māori values into RP and empowering educators through the PB4L initiative, the country effectively addresses disparities and promotes social cohesion. As New Zealand continues to evolve, its experiences provide valuable insights for other nations aiming to build more inclusive and culturally responsive educational systems.
References
Drewery, W. (2004). Conferencing in schools: punishment, restorative justice, and the productive importance of the process of conversation. Journal of Community & Applied Social Psychology, 14(5), 332-344.
Drewery, W. (2016). Restorative Practice in New Zealand Schools: Social development through relational justice. Educational Philosophy and Theory, 48, 191-203. https://doi.org/10.1080/00131857.2014.989951.
Drewery, W., & Kecskemeti, M. (2010). Restorative practice and behaviour management in schools: discipline meets care. Waikato Journal of Education, 15, 101-113. https://doi.org/10.15663/WJE.V15I3.85.
Macfarlane, A., Glynn, T., Cavanagh, T., & Bateman, S. (2007). Creating Culturally-Safe Schools for Māori Students. The Australian Journal of Indigenous Education, 36, 65 - 76. https://doi.org/10.1017/S1326011100004439.
Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum (2nd ed.). Ministry of Education. https://assets.education.govt.nz/public/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf
Ministry of Education. (2023). School rolls [Time Series Data for Trend Analysis 1996-2023]. Education Counts.
Ministry of Education. (n.d.). PB4L Restorative Practice. Positive Behaviour for Learning. https://pb4l.tki.org.nz/PB4L-Restorative-Practice
Statistics New Zealand. (2023). 2023 Census population and dwelling counts. Statistics New Zealand.
The Restorative Practices Development Team. (2003). Restorative Practices in Schools: A Resource. Hamilton, New Zealand: School of Education, University of Waikato. https://www.waikato.ac.nz/assets/Uploads/Research/Research-institutes-centres-and-groups/Institutes/Wilf-Malcolm-Institute-of-Educational-Research-Te-Putahi-Rangahau-Matauranga-o-Wilf-Malcolm-WMIER/Publications/Restorative_Practices_for_Schools_A_Resource-1.pdf
Wearmouth, J., Mckinney, R., & Glynn, T. (2007). Restorative justice in schools: a New Zealand example. Educational Research, 49(1), 37–49. https://doi.org/10.1080/00131880701200740
Citation (APA 7 format):
Marissa Yi-Hsuan Wu. (2024, November 29). Fostering Inclusivity and Equity: The Role of Multicultural Education and Restorative Practices in New Zealand Schools. Global education linkages: discovering novel trends from the world. https://www.gel-net.com/post/202411-01