[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592773-105":59,"doc-detail-592773-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","student-voice-and-agency-for-indigenous-maori-students-in-higher-education-transitions-australian-journal-of-adult-learning-volume-59-number-3-november-2019","Student voice and agency for Indigenous Māori students in higher education transitions - Australian Journal of Adult Learning - Volume 59, Number 3 - November 2019","","Student voice and agency for Indigenous Māori learners during transitions into higher education are examined within Aotearoa New Zealand. Drawing on a recently completed doctoral study, the article investigates lived transition experiences through repeated semi-structured interviews, focus groups, and visual stories with 20 Māori students across a wānanga, polytechnic, and university. Using a Bourdieuan framework, findings portray transition as an evolving journey shaped by identity, agency, and sociocultural structures that can support or constrain participation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-voice-and-agency-for-indigenous-maori-students-in-higher-education-transitions-australian-journal-of-adult-learning-volume-59-number-3-november-2019/592773/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-voice-and-agency-for-indigenous-maori-students-in-higher-education-transitions-australian-journal-of-adult-learning-volume-59-number-3-november-2019/592773.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the article focus on?","Question",{"text":112,"@type":113},"It explores Indigenous Māori student voices and their transition experiences into higher education contexts in Aotearoa New Zealand.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected for the study?",{"text":117,"@type":113},"Data were gathered and analysed through repeated semi-structured interviews, focus groups, and visual stories in a semi-longitudinal design with 20 Māori students.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the Bourdieuan framework reveal about the transition experience?",{"text":121,"@type":113},"It shows students experienced transition as a journey in which identity and agency evolved in relation to tertiary environments and social structures that supported or constrained them.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592773,1792188724,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Australian Journal of Adult Learning Volume 59, Number 3, November 2019  \nStudent voice and agency for Indigenous Māori students in higher education transitions  \nDiana Amundsen  \nUniversity of Waikato  \nThis article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university.  \nUsing a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning forMāori  \n406 Diana Amundsen  \nstudents in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.  \nKeywords: Indigenous, higher education, transitions, agency, student voice, social movement  \nIntroduction  \nThis article reports on recently completed doctoral research that explored Indigenous Ma-ori student voices around transitions to higher education contexts in Aotearoa New Zealand (Amundsen, 2019) . Much research about student transition experiences into higher education discusses complexities of contemporary student experiences (see Baker,& Sirling, 2016; Coertjens, Taiga, Trautwein, Londblom-Ylanne, 2017; Frawley, Larkin, & Smith, 2017; Jackson, 2003; Leese, 2010; Scott, Hughes, Evans, Burke, Walter, & Watson, 2014) . Most contemporary students are combining work and study; say that they need more support from academic staff, and report gaps between expectations and initial experiences. However, less is known about Indigenous Māori transitions into higher education environments. This research holds up to view the complexities of Indigenous students navigating the neoliberal (Gamble, 2019; Glenn, 2019) model of education.  \nAotearoa New Zealand’s insistence on progressing with neoliberal policies since 1984 (Ballard, 2012) has resulted in high levels of income inequality and poverty, and a reduction in fairness and social cohesion (Krugman, 2009). For instance, Aotearoa New Zealand has exceptionally high rates of child poverty, with significant and persistent inequity between Māori and Pacific child poverty compared to non-Māori (Duncanson, Oben, Wicken, Morris, McGee, & Simpson, 2017). Education inequities are another source of concern (Ministry of Education [MoE], 2018). Many commentaries in Aotearoa New Zealand since the 2000s discuss connections of higher education with neoliberal discourses in less than positive terms (Ballard, 2012; Findsen, 2016; Rowe-Williams, 2018; Zepke, 2009) . Neoliberal approaches reflect governmental values of closely linking higher education efforts to outcomes of employment. In turn, this shapes a society that is driven  \nStudent voice and agency for Indigenous Māori students in higher education transitions 407  \nby economics, at the expense of addressing the social and cultural deficit (Amundsen, 2019; Kelsey, 1997) it leaves in its wake, notably for Indigenous Māori citizens.  \nMany Aotearoa New Zealand educators assume positive di","cbCaihWqjFcFBARc","https://ap.wps.com/l/cbCaihWqjFcFBARc","pdf",510321,"English","# Introduction\n## Student voice and agency for Indigenous Māori students in higher education transitions\n## The agency and structure debate","[{\"question\":\"What research question does the article focus on?\",\"answer\":\"It explores Indigenous Māori student voices and their transition experiences into higher education contexts in Aotearoa New Zealand.\"},{\"question\":\"How were the data collected for the study?\",\"answer\":\"Data were gathered and analysed through repeated semi-structured interviews, focus groups, and visual stories in a semi-longitudinal design with 20 Māori students.\"},{\"question\":\"What does the Bourdieuan framework reveal about the transition experience?\",\"answer\":\"It shows students experienced transition as a journey in which identity and agency evolved in relation to tertiary environments and social structures that supported or constrained them.\"}]","Student voice and agency for Indigenous Māori students in higher education transitions - Australian Journal of Adult Learning - Volume 59, Number 3 - November 2019 | PDF",1792075501,76]