As educators, we collect copious amounts of data. As the established norm, data practices within schools are often viewed as Pakeha centric, rarely viewed from a Maori perspective. Unfortunately, the data practices result in depersonalisation of information and, once embedded, lead to stagnation and stigmatisation. This research project was centered on destabilising the binary relationship between data practices and the experiences of Māori students with their own learning data.
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