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Classroom Kōrero: relationships and the delivery of Māori content in the…

- - - - Can foster wellbeing and students sucess
  - - - Classroom. Acknowledge Stories. Key things emperged.
        
        Teachers id constructs pedagogy
        
        -cultural landscapes Secondary schools in NZ
        -Relationships Māori students and teachers.
        -Resources in the dance class.
        Recognised relationships
      - Lisa: māori but feels not qualified and little exposure. Fear of judgement. doesnt look . Bringing outsid being inside classroom- whānau, others friends impression of sefl. Idenitity is complex.
        
        Cultural identitiy chapes thier
      - Robin-recognises Māori expertise is important approaches in teaching indigenous dance and knowledge (Like any form of knowledge- Ellie). Cultural exposure (shame and dislike for Māori practice). Fear of disresecting students culture. Knowledge and no knowledge- WHITE.. cultuually homogenised (make uniformed) - Back to cominalitydoes not mean uniformaty - page 7
        
        Lack of sense of belonging, culture= hard to engage in anothers culture.
        " As such, relationships within the
        classroom highlight the importance of teachers being able to appreciate their own
        identities in the learning environment (Savage et al. 2011) "
- - - - should incorporate kapa haka but not limited to. Typical including- haka performance, choreography, whakatauki
        
        Problem of not knowing enough. Misinterpretations, mispronounciation in schools can produce culturally insecure space which influences the wellbeing of both students and teachers and can contribute further harm. How to be equitable...