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Te Tiriti o Waitangi & teaching practice (Partnership (Engagement with…
Te Tiriti o Waitangi & teaching practice
Partnership
Engagement with Māori Community
Māori representation
Power sharing
Māori agreed to the colonization of the country under royal aegis
Crown undertook responsibility for the protection of Maori society and interests
Reciprocal obligations of the parties to act towards each other in good faith
McHugh, 1991
Article 1 - kāwanatanga
Sharing of power and decision making
Political and social domination by the Pākehā majority
Protection
Actively protecting Maori knowledge, interests, values, taonga
Chiefs authority over their own people
= rangatiratanga + tribal resources
Kaitiaki of the land
valuing, validating and protecting local knowledge
normalising the reo Maori
learning and including tikanga school-wide
equity for Maori
Explicit protection of property rights
Ka Hikitia (Ministry of Education, 2007)
emphasises that “culture counts” and describes a commitment to “knowing, respecting and valuing where students are, where they come from and building on what they bring with them”
Aritlce 3 - ōritetanga
Chieftainship and autonomy
Participation
working to strengthen home to school relationships
Maori participating in school decision making
school environment reflecting the bicultural nature of NZ
equity for Maori
aspirations of Maori and whanau are reflected in school planning
Clements, 2016
NEG, MOE, 2004
Increased participation and success by Māori through the advancement of Māori educational initiatives, including education in Te Reo Māori, consistent with the principles of the Treaty of Waitangi.
Equity of opportunity and outcomes - access - equity of outcome?
Article 2 - tino rangatiratanga
Teaching practice
play-based environments
hui - engagement in terms of decision making in curriculumn of the school
te whānau Ngatahi
Pedagogy in the classroom needs to be responsive to the culture of the child
Bring own experiences to the class - legitimate, offical and acceptable and accepted in the classroom
School Te Tiriti Indicators?
Rofe, 2018
• Engagement with Te Reo me Tīkanga Māori? School Docs? Website?
• Ongoing Professional Development with Māoritanga?
• Whānau input to school (curriculum, process, whānau group entity?)?
• Māori representation on the Board of Trustees?
• Iwi relationship with school (active/token)?