Matiu Ratima - Profile on Academia.edu (original) (raw)

Papers by Matiu Ratima

Educational Studies in Mathematics

Decades of research has documented the consequences of allocating school students into a hierarch... more Decades of research has documented the consequences of allocating school students into a hierarchy of classes with narrow ranges of mathematics attainment, a process known as streaming, tracking, setting, or “ability” grouping. The purported benefits of streaming are inconsistent and disputed, but the harms are clear, in particular, (1) the limiting curriculum often available in low streams and (2) the loss of self-confidence that results from being positioned in a low stream. Building on this foundation, we discuss streaming in mathematics as tied to systemic racism in Aotearoa New Zealand, where the harmful effects of streaming fall most heavily on Māori and Pasifika students. Previous analyses of race and streaming have focused primarily on the racial composition of streamed classes, bias in stream allocation, and racialised teacher expectations in streamed settings. In contrast, we focus on the emotional consequences of streaming, arguing that streaming produces racialised emoti...

MAI journal, Nov 21, 2016

Adult Mäori-language learners are an under-researched yet crucial part of efforts to revitalise t... more Adult Mäori-language learners are an under-researched yet crucial part of efforts to revitalise te reo Mäori. This paper presents and analyses a qualitative case study of the learning journey of Julian Wilcox. As an exemplar learner, Julian's story helps to shed light on the factors that led to his development of proficiency in te reo Mäori and these insights may have implications for other Mäori-and Indigenous-language learners. We have used a framework based on the literature to analyse Julian's story (narrative inquiry). This framework consists of three themes of successful adult Mäori-language learning. Those themes are identity factors as motivation, relationship building and transferable skills.

Eketone's target article, 'The theoretical underpinnings of Kaupapa Māori directed practice' make... more Eketone's target article, 'The theoretical underpinnings of Kaupapa Māori directed practice' makes a significant contribution to a nascent literature on Kaupapa Māori theory. He offers a model that integrates Critical Theory and constructivism (particularly Native theory), and this dual-pronged approach is both complementary and sensible. More importantly, the model helps to clarify the objectives of Kaupapa Māori theory and practice, thereby achieving a more just society via emancipatory action in pursuit of Māori advancement and development 'as Māori'. While there is value in the potential utility of the proposed model, one can challenge the assumption implied in Eketones' use of the term 'the Māori community'. Eketone has raised the issue of whether or not centring Kaupapa Māori within western theoretical frameworks is regressive or progressive to the advancement of Māori peoples. The answer could be that both are possible and the question certainly deserves further consideration. Finally, I draw attention to what may be the greatest challenge for those who seek to advance the goals of Kaupapa Māori in 'making space' within the academy.

Protecting the nature within: framing digital-downtime through Western and Indigenous approaches to preserving of nature

Journal of Adventure Education and Outdoor Learning

The Australian Journal of Indigenous Education

This article presents the findings of a qualitative case study on voluntary participation in morn... more This article presents the findings of a qualitative case study on voluntary participation in morning karakia (incantation, prayer) and waiata (song) sessions, led by a group of teacher educators. This study is informed by a selective review of literature from three relevant sources: the impact of music therapy practices, culturally responsive pedagogy, and the normalisation of te reo Māori (Māori language) and tikanga Māori (Māori protocols and customs). This approach to the literature review was necessary given the paucity of research on the impact of indigenous cultural practices such as karakia and waiata in mainstream cultural contexts. Through thematic analysis of a survey questionnaire (N = 65) and semi-structured interviews (n = 9), findings showed that participants experienced an improved sense of wellbeing, an increased feeling of whanaungatanga (relationships and belonging) and greater confidence in engaging with Māori culture. This study could be considered a catalyst for...

ASCILITE Publications, Nov 18, 2022

This paper explores the role of relationships in students' experiences of online learning during ... more This paper explores the role of relationships in students' experiences of online learning during the COVID-19 pandemic in Aotearoa| New Zealand. Students' voices are foregrounded through narratives and the analysis of four discrete stories of these specific circumstances. Using a conceptual framing of whanaungatanga, a Māori view of the process of establishing and maintaining relationships, we move beyond who is involved in the relationship to explore how relationships are developed and what counts from the students' perspectives. Sharing, an ethic of care, a sense of belonging, collaboration, scaffolding of learning, and feedback acknowledging students' efforts were all considered important aspects of relationships between students and faculty which were enacted online. The importance of broader institutional relationships, such as those with the library and student support services, were also foregrounded.

MAI Journal: A New Zealand Journal of Indigenous Scholarship, 2016

Making Space for Kaupapa Māori in the Academy

Eketone's target article, 'The theoretical underpinnings of Kaupapa Māori directed practi... more Eketone's target article, 'The theoretical underpinnings of Kaupapa Māori directed practice' makes a significant contribution to a nascent literature on Kaupapa Māori theory. He offers a model that integrates Critical Theory and constructivism (particularly Native theory), and this dual-pronged approach is both complementary and sensible. More importantly, the model helps to clarify the objectives of Kaupapa Māori theory and practice, thereby achieving a more just society via emancipatory action in pursuit of Māori advancement and development 'as Māori'. While there is value in the potential utility of the proposed model, one can challenge the assumption implied in Eketones' use of the term 'the Māori community'. Eketone has raised the issue of whether or not centring Kaupapa Māori within western theoretical frameworks is regressive or progressive to the advancement of Māori peoples. The answer could be that both are possible and the question certainl...

ASK THE ACADEMIC ADVISOR" about … ENGAGING MĀORI STUDENTS

A second, perhaps less obvious assumption, is that culture, of the learners in this particular fr... more A second, perhaps less obvious assumption, is that culture, of the learners in this particular framing of the question, has an impact on effective engagement. There certainly is support for the notion that culture, of teacher and students, counts when it comes to effective engagement. This should not come as any surprise to educators in Aotearoa / New Zealand. However, we need to be aware as educators that cultural difference is not a barrier to engagement. In fact, it may provide educators with a rich opportunity for more effective engagement. Russell Bishop (1999) has offered a model of the discursive classroom where learners sense making processes (cultures) are incorporated and enhanced. A key pedagogical technique to achieve this goal is the use of open-ended questions. This requires the courage to ask our students questions to which we may not know the answer. These questions invite the learner into the conversation on what constitutes valid knowledge. Students become co-creat...

The Hikairo Schema for Primary: Culturally Responsive Teaching and Learning

Case Study 1: Whaia te pae tawhiti (Seek the distant horizon)

A study is presented which describes and critiques the process of the settlement of Maori claims ... more A study is presented which describes and critiques the process of the settlement of Maori claims with respect to Crown acts or omissions which breech the principles of the Treaty of Waiting. Attention has been focused on the rights of whanau and hapil within the process of direct negotiation, and an unsuccessful attempt by the Whakatohea iwi of the Eastern Bay of Plenty to negotiate a settlement of their claims has been considered as a case study of direct negotiation. The views of seven participants involved in Whakatohea's negotiations have been used to gain insight into the process and to help identify some key obstacles to Treaty settlement. Finally, the positions adopted by the Crown and various Maori groups, with regard to the obstacles identified, are discussed and some suggestions have been made which might provide a focus for future discussion on the subject of direct negotiation. Ko Makeo te maunga Ko Waiaua te awa Ko Waiaua te marae Ko te WhakatOhea te iwi Ten a kou tou ka to a iii HeMihi Kei te mihi, kei te tangi. Kei te tangi ki a ratou rna kua takahia te ara ki mua i a tatou katoa. Koutou kua wherurangitia, nga kawai rangatira o Te Whakatohea, otira nga mate o tena marae, o tena marae, o tena kainga, o tena kainga. Haere koutou, waiho to koutou ohaki, kia puritia nga taonga tuku iho i a koutou. Ara ko te reo me ona tikanga, ko te Tiriti o Waitangi, ko te aroha ano hoki hei herenga rna tatou. Haere koutou, haere atu ra. K.i a tatou te hunga ora kei te mihi. K.i oku rangatira whakaarahi tena koutou. Na koutou au i poipoi i kaha wepU i nga wa e tika ana. No reira, e kore e mutu nga mihi ki a koutou. K.i te kore koutou, kua kore enei whakaaro oku i puta ki te ao marama. Tena koutou. Heoi ano, me mihi ki a WhakatOhea whanui. K.i toku whanau (te whanau-a-Mokomoko), ki oku hapu, ki tOku iwi. Tena koutou, tena koutou, tena koutou katoa. Koutou i whakaae kia wanangahia nga kaupapa, koutou i whaiwahi kia awhinatia, kia tautokohia tenei kaupapa ka ora ka puta. Ko taku e manako nei, ka puta he hua i tenei mahi rangahau, hei painga, hei oranga mo tatou katoa. Kia ora mai tatou katoa. Matiu Ratima

“ASK THE ACADEMIC ADVISOR” about … ENGAGING THE MULTICULTURAL CLASS

The thesis may be consulted by you, provided you comply with the provisions of the Act and the fo... more The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use:  Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person.  Authors control the copyright of their thesis. You will recognise the author's right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate.  You will obtain the author's permission before publishing any material from the thesis. Kia matatau ki te reo: Factors influencing the development of proficiency in te reo Māori with adult learners A thesis submitted in fulfilment of the requirements for the degree of

Thinking about difference across and within mentoring

MAI Review, 2007

This commentary brings together two different but complementary responses to the target article b... more This commentary brings together two different but complementary responses to the target article by Gary Hook, Tu Waaka and Parehaereone Raumati on workplace mentoring of Māori employees within a Pākehā framework. First up, Matiu Ratima engages with the ...

Student engagement in very large classes: the teachers’ perspective

Studies in Higher Education, 2010

... (FoS1). Furthermore, he acknowledged that he is probably better at contextualising his discip... more ... (FoS1). Furthermore, he acknowledged that he is probably better at contextualising his discipline to ... are typically 1520 minutes, and therefore the change in focus created by discussions refreshes the students and increases the likelihood of student engagement (eg Johnstone ...

Race Ethnicity and Education, 2013

This article presents a professional development programme which brought an indigenous minority g... more This article presents a professional development programme which brought an indigenous minority group of tertiary staff together. We describe a peer-mentoring model, piloted in 2009 at the University of Auckland, New Zealand with university staff in order to promote staff advancement. The participants were all Māori, the indigenous people of New Zealand. The strengths of the model were: it gave Māori staff a rare opportunity to work with other Māori in a context where their culture was the norm with regards to language, spirituality, humour, and whakawhanaungatanga (togetherness); it mediated the effects of isolation that Māori staff often feel when working in large institutions; and, provided affirmation of Māori in a large institutional environment. This case study suggests that the model of staff development would be applicable to other indigenous minority groups, by adopting a similar approach and adapting the model to the specific cultural practices of the group.

Te Rita Papesch: case study of an exemplary learner of Māori as an additional language

International Journal of Bilingual Education and Bilingualism, 2013

This paper presents a case study of the life experiences of one exemplar adult second language Mā... more This paper presents a case study of the life experiences of one exemplar adult second language Māori learner – Te Rita Papesch. Te Rita was one of 17 participants who were interviewed as a part of the first author's PhD study which sought to answer the question: what factors lead to the development of proficiency in te reo Māori amongst adult learners. We have chosen to focus on Te Rita's case because it illustrates four themes common across the cohort of 17. First, Te Rita was primarily motivated to learn te reo as a means to better understand her own identity as a Māori. Second, she was open to change. Third, she demonstrated a commitment to building strong relationships with her mentors and fellow speakers. Fourth, Te Rita was able to transfer skills from other parts of her life into the language-learning context.