303 Maori ( Placed Based Education for Māori. (TE AO MAORI (Te Pae…
Placed Based Education for Māori
TE AO MAORI
Te Pae Mahutonga:
About access to the Maori world
Te Oranga - participation in society
Waiora – physical enviornment
Mauriora – cultural identity
Nga Manukura – connecting with leadership
Te Mana Whakahaere – maintain autonomy
Toiora – healthy lifestyles
The Maori World
hapü, iwi, whakapapa
relationships based on equal partnerships
- In everything you do, care for the people.
Every person has individual Mana and acts in terms of it. Those who sometimes wish to characterise Māori values as primarily collective violate this principle. An individual has their own standing, resting upon an ancestral or kinship base, their on tūrangawaewae, and that is that. Manatangata is individuality and identity.
Ritchie, James E. (1992)
- Acknowledging pain
- Closure, Completed with full respect & acknowledgement, Be at peace.
- Everything is interconnected in the Maori View , holism
- everyone's voice respected. Rangatiratanga may be valued to move forward but not until everyone Mana has been acknowledged.
- collective mana, hierarchy, order
- Spiritual as utmost importance
- Story of the land
It connects place with self and community.
It is inherently experiential. Includes a participatory action or service learning component.
education inherently takes place in a social, cultural, economic, political, and natural context and that when learning is focused on local places it can enhance student engagement.
(noun) domicile, standing, place where one has the right to stand - place where one has rights of residence and belonging through kinship and whakapapa.
Many schools have their own pēpeha that acknowledge their local context. These pēpeha are developed in consultation with local iwi.
4. Provision of Te Reo Māori in education
promotes a team effort. It requires everyone who plays a role in education to take action and work together. Productive partnerships are based on mutual respect, understanding and shared aspirations. They are formed by acknowledging, understanding and celebrating similarities and differences.
Connected to whanau - not seperate, huge emphasis on this in primary school. Parents are guiding their children, choosing to do homework, choosing to tap into those roots. If the homework is place-based it would spark connection.
key stakeholders must form productive partnerships where there is an ongoing exchange of knowledge and information, and where everybody contributes to achieving the goals.
Activity with iwi and Māori must incorporate the fundamentals of language revitalisation. The strongest Māori language in education pathways are those embedded in homes and communities, on marae and, most importantly, within whānau. Ambitions for the Māori language will only be achieved when education is coupled with active intergenerational language transmission, in homes and communities.
Whanau -they have the single greatest influence on students’ achievement.
create the conditions
support co-ordination of effort
provide framework for better government investment
second language acquisition pedagogy
Tau Mai Te Reo
– The Māori Language in Education Strategy 2013–2017 (Tau Mai Te Reo) seeks to ensure a connected and cohesive approach to the Ministry of Education’s, ERO’s and education sector agencies’ contributions towards supporting and strengthening the Māori language.
Te Rautaki Reo Māori: The Māori Language Strategy.
Māori language in education is critical in enabling the Crown to meet its Treaty obligations to strengthen and protect the Māori language.
High Quality Maori Language
KA HIKITIA 2013 - 17
– a two-way teaching and learning process
Ako is a dynamic form of learning where the educator and the student learn from each other in an interactive way.
Students, parents, whānau, hapū, iwi, Māori organisations, communities, peers, and education and vocational training sector professionals must share high expectations for Māori students to achieve.
Māori potential approach
every Māori student has the potential to make a valuable social, cultural and economic contribution to the well-being of their whānau, their community and New Zealand as a whole.
Students who are expected to achieve and who have high (but not unrealistic) expectations of themselves are more likely to succeed.
Strong engagement and contribution from students and those who are best placed to support them – parents and whānau, hapū, iwi, Māori organisations, communities and businesses – have a strong influence on students’ success
parents, whānau and iwi may also play a role within the education system as volunteers, board members, education professionals and through the design and delivery of professional learning and development.
Quality provision, leadership, teaching and learning, supported by effective governance
schools becoming more culturally responsive and better at involving Māori parents and whānau in decisions, as well as in their children’s learning
›› Equitable funding for all early childhood education.
›› Support for Māori parents to learn te reo Māori, and for adult learning programmes.
›› More funding to assist low income parents to participate.
›› Opportunities to connect with local iwi and kaumātua.
›› Resources in te reo Māori, appropriate for early childhood education.
›› Professional development for staff on te reo Māori me ngā tikanga.
Me Korero - Let's Talk (Ka Hikitia 2013 - 2017)
Links with the Māori community are close and the community is supportive.
There is excellent communication with parents and whānau and they are encouraged to be involved.
Wide range of reading materials (especially drawing on culture)
Te reo Māori me ngā tikanga are valued and integrated
Having firm belief in the individual, going beyond meeting them at 50%, meet them at 100% and raise or lower the branch until they are acknowledged as successful.
Ka Hikitia - Accelerating success 2013-17 - strong sense of identify as Maori leads to positive achievement and well-being.
Avoid discrimination, Alienation students from less privileged social groups more likely to be labelled as behaviorally disturbed (Gillies, 2012)
Manaakitanga (Values - integrity, trust, sincerity, equity. Respect to Maori Culture)
Tangata Whenuatanga (Place-based, socio-cultural awareness and knowledge - affirms Maori as Maori. )
Whanaungatanga (Relationships - community, school-wide, hapu, iwi. )
Wananga (communication & problem solving, innovation)
Ako (Practice in the classroom and beyond - learners as teachers, giving mana, reciprocal)
Tau Mai Te Reo
Kia tau te reo
– Supporting Mäori language in education: delivering strong, coordinated effort and investment’.
creates the conditions
for learners to enjoy and
achieve education and Mäori language outcomes
Cultural competency - as responsive to the culture of the child. Affirming and validating the
culture of each learner (Hates, Johnston, King, 2009)
Whats good for Maori is good for everyone
affirming their experiences
Identity, language and culture count
Students do better in education when what and how they learn builds on what is familiar to them, and reflects and positively reinforces where they come from, what they value and what they already know.
(Ka Hikitia 2017)
CULTURE AS CURE
teachers helping learners to learn in their own way and at their own pace
schools supporting students to be Māori
This is what I understand at the moment, it may be wrong...
Clash of Codes
(our assumptions on reality which lie behind pedagogical practices)
1. Te Tiriti o Waitangi relates to teaching practice
The Ministry of Education and education sector agencies also have obligations, as Crown agencies, to actively protect the Mäori language as a
guaranteed under the Treaty of Waitangi.
Te Tiri O Waitangi
valuing, validating and protecting local knowledge
normalising te reo Māori and traditions of the Māori culture
Protection means actively protecting Māori knowledge, interests, values, and other tāonga. Identity, language, and culture are important concepts to enable culturally competent treatment
Partnership involves working together with iwi, hapū, whānau and Māori communities to develop strategies for Māori .
equity for Māori
engaging with Māori community
Māori, IWI participating in education decision making, reflecting the biculturalism
Emphasise positive Māori involvement at all levels of education
Kura Kaupapa Māori (Māori immersion schools)
Te Aho Matua
emphasise that children study the historical, cultural, political, social, religious and economic events and issues which are an integral part of their Māori heritage.
emphasise that children be secure in their knowledge about their own people but learn about and acknowledge other people and their societies.
emphasise the importance for children to know their own
and to explore their links with other iwi.
emphasise the importance of genealogy in establishing links within whānau, hapu, and iwi including iwi Pakeha.
The universality of Te Aho Matua means that is relevant and applicable across diverse settings as it both captures and articulates a Māori world view.
Ngā Tino Uaratanga
(essential values), focuses on what the outcome might be for children who graduate from Kura Kaupapa Māori and defines the characteristics which Kura Kaupapa Māori aim to develop in their children
(circumstances of learning), provides for
every aspect of learning which the whānau feel is important for their children,
as well as the requirements of the national curriculum
(the world), deals with the world which surrounds children and about which there are fundamental truths which affect their lives
(the people), focuses on the social agencies which influence the development of children, in short, all those people with whom they interact as they make sense of their world
and find their rightful place within it
(the language), deals with language policy and
how the schools can best advance the language learning
of their children
Te Ira Tangata
(the human essence), affirms the nature of the child as a human being with spiritual, physical and emotional requirements)
Kura Kaupapa Māori – Primary Age Group
A Kaupapa Maori base (Maori philosophy and principles)
the struggle for autonomy over our own cultural well-being, and over our own lives is vital to Maori survival.
the survival and revival of Maori language and culture is imperative
the validity and legitimacy of Maori is taken for granted
Kaupapa Maori strategies question the right of Pakeha to dominate and exclude Maori preferred interests in education, and asserts the validity of Maori knowledge, language, custom and practice, and its right to continue to flourish in the land of its origin, as the tangata whenua (indigenous) culture.
taha Māori (maori side of the questions / perspective)
kuia and koroua (female and male)
Te Rautaki Reo Mäori
– the Mäori Language Strategy
Examples from teaching practice