Mere Berryman - Academia.edu (original) (raw)
Papers by Mere Berryman
MAI Journal: A New Zealand Journal of Indigenous Scholarship
This article reports the findings of the second stage of a three-year Marsden-funded research pro... more This article reports the findings of the second stage of a three-year Marsden-funded research project entitled “Languaculture within Te Ao Māori: Learning from Infants, Whānau and Communities” and undertaken with Māori hapū in Aotearoa New Zealand. In the title of this article, we have used the phrase “whenua ki te whenua”, which refers to a Māori precolonial practice following childbirth of returning the whenua (here meaning “placenta”) to the whenua (here meaning “land”) through burial (Berryman et al., 2022). In this research project, we have found that the resurgence of this tikanga—making direct connections, whenua ki te whenua—is becoming increasingly common with the new generation of Māori babies. Both metaphorically and in practical terms, the whakapapa of the child to the land is also being honoured and maintained through the process of naming. The article begins with a brief overview of the first arrivals in Aotearoa and how settlement in these new lands established a proc...
Kairaranga, 2008
The time has come for kaupapa Mäori 1 ideology and epistemology to move from the margins and clai... more The time has come for kaupapa Mäori 1 ideology and epistemology to move from the margins and claim legitimate space within the discipline of education. Kaupapa Mäori ideology provides a dynamic framework within which Mäori are better able to make meaning of the world and work for change. Increasingly, kaupapa Mäori is being used to inform policies and practices across a range of sectors and initiatives. Research carried out by Bevan-Brown and Bevan-Brown (1999), indicates that for special educational policies and practices to be more responsive to and effective for Mäori, there is a need to incorporate Mäori values and philosophies. Bishop (1996a) contends that the solutions for Mäori do not reside within the culture that has traditionally marginalised Mäori; rather, the solutions are located within Mäori culture itself. An example of one such solution is the hui whakatika 2 process (Hooper, Winslade, Drewery, Monk & Macfarlane, 1999), a process which is underpinned by traditional Mäori concepts of discipline, and one which is able to be likened to more recent and contemporary notions of restorative justice. This paper highlights the role of a kaitakawaenga 3 as he works collaboratively with whänau 4 members to seek resolution and restore harmony by facilitating a hui whakatika process.
Berryman has advanced along a unique career pathway that has both challenged and enabled her to m... more Berryman has advanced along a unique career pathway that has both challenged and enabled her to make substantial and distinctive contributions to solution-focused theory and research in education. Her research and teaching have been firmly focused on finding new ways to improve educational outcomes for Māori students and families in both Māori-medium and English-medium educational settings. As a researcher, she has collaborated extensively with school leaders, classroom practitioners, families, communities and other professionals to bring about education reform. She has worked with educators in New Zealand and also in parts of Canada and the USA.
Many students from indigenous or minority cultures have experienced the challenge that comes from... more Many students from indigenous or minority cultures have experienced the challenge that comes from living one’s own culture and trying to speak one’s own language when it is surrounded and overpowered by another more powerful culture and language (Glynn, Berryman, & Atvars, 1996). This situation has and continues to lead to the loss of culture, language and identity and it is further exacerbated when one’s lived experiences are pathologised and minoritised (Bishop, Berryman, Tiakiwai, & Richardson, 2003; Shields, Bishop, & Mazawi, 2005).
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.
Set, Aug 1, 2000
... Mō Te Wāhanga: Te Mahere Rautaki Māori 2010-2014; Te Tïmatanga. Ngā Pūrongo; Te Kaupapa: Eval... more ... Mō Te Wāhanga: Te Mahere Rautaki Māori 2010-2014; Te Tïmatanga. Ngā Pūrongo; Te Kaupapa: Evaluation; ... WPP; Work Aspect Preference Scale - 2nd Ed. ... Adaptive Behavior Assessment System-Second Edition (ABAS-II); Autism Spectrum Rating Scales (ASRS); BERS; BRIEF ...
Education, Jan 15, 2020
This review responds to a number of questions, including: What is known about teacher-student rel... more This review responds to a number of questions, including: What is known about teacher-student relationships? What about teacher-student relationships makes them effective and successful? How do effective relationships ensure that teachers and students can face the daily challenges in todays’ education systems and also in wider society? How might these relationships contribute to future proofing our societies against the global crises that have become our collective reality? Discourses related to relationships are often used as though there are collective understandings. However, much of the praxis—the policies, pedagogies, and testing regimes—found in learning institutions still protect and privilege some students over others, and the gaps in education and society continue to widen. This bibliography will show that teacher-student relationships continue to be widely researched; that early philosophical understandings grounded in relationships of equality and freedom have intergenerational interest and traction; and that relationships can take many forms, with some forms of teacher-student relationships resulting in more productive outcomes than others, and some forms actually doing harm. The scholars included in this entry are engaging in the types of relationships where “critical” questions increasingly sit at the forefront of learning and schooling. They are interested in contexts for learning where all learners are respected and able to bring their own experiences, their solutions, and their potential to the table, and from which collective growth and benefit can ensue. Among this common thread there is a diversity of worldviews, with knowledge that may yet be untried or untested. These citations provide insights into the kinds of teacher-student relationships that can help us learn more deeply about the profession by beginning with the self.
Waikato Journal of Education, Feb 15, 2015
Discursive repositioning: The impact a group of Te Kotahitanga teachers within a mainstream secon... more Discursive repositioning: The impact a group of Te Kotahitanga teachers within a mainstream secondary school had on one student Edith Painting-Davis 51 Culturally responsive evidence-based special education practice: Whaia ki te ara tika
Proceedings of the 2020 AERA Annual Meeting, 2020
Set: Research Information for Teachers
Teacher Development, May 1, 2010
David Fulton Publishers eBooks, Apr 3, 2013
MAI Journal: A New Zealand Journal of Indigenous Scholarship
This article reports the findings of the second stage of a three-year Marsden-funded research pro... more This article reports the findings of the second stage of a three-year Marsden-funded research project entitled “Languaculture within Te Ao Māori: Learning from Infants, Whānau and Communities” and undertaken with Māori hapū in Aotearoa New Zealand. In the title of this article, we have used the phrase “whenua ki te whenua”, which refers to a Māori precolonial practice following childbirth of returning the whenua (here meaning “placenta”) to the whenua (here meaning “land”) through burial (Berryman et al., 2022). In this research project, we have found that the resurgence of this tikanga—making direct connections, whenua ki te whenua—is becoming increasingly common with the new generation of Māori babies. Both metaphorically and in practical terms, the whakapapa of the child to the land is also being honoured and maintained through the process of naming. The article begins with a brief overview of the first arrivals in Aotearoa and how settlement in these new lands established a proc...
Kairaranga, 2008
The time has come for kaupapa Mäori 1 ideology and epistemology to move from the margins and clai... more The time has come for kaupapa Mäori 1 ideology and epistemology to move from the margins and claim legitimate space within the discipline of education. Kaupapa Mäori ideology provides a dynamic framework within which Mäori are better able to make meaning of the world and work for change. Increasingly, kaupapa Mäori is being used to inform policies and practices across a range of sectors and initiatives. Research carried out by Bevan-Brown and Bevan-Brown (1999), indicates that for special educational policies and practices to be more responsive to and effective for Mäori, there is a need to incorporate Mäori values and philosophies. Bishop (1996a) contends that the solutions for Mäori do not reside within the culture that has traditionally marginalised Mäori; rather, the solutions are located within Mäori culture itself. An example of one such solution is the hui whakatika 2 process (Hooper, Winslade, Drewery, Monk & Macfarlane, 1999), a process which is underpinned by traditional Mäori concepts of discipline, and one which is able to be likened to more recent and contemporary notions of restorative justice. This paper highlights the role of a kaitakawaenga 3 as he works collaboratively with whänau 4 members to seek resolution and restore harmony by facilitating a hui whakatika process.
Berryman has advanced along a unique career pathway that has both challenged and enabled her to m... more Berryman has advanced along a unique career pathway that has both challenged and enabled her to make substantial and distinctive contributions to solution-focused theory and research in education. Her research and teaching have been firmly focused on finding new ways to improve educational outcomes for Māori students and families in both Māori-medium and English-medium educational settings. As a researcher, she has collaborated extensively with school leaders, classroom practitioners, families, communities and other professionals to bring about education reform. She has worked with educators in New Zealand and also in parts of Canada and the USA.
Many students from indigenous or minority cultures have experienced the challenge that comes from... more Many students from indigenous or minority cultures have experienced the challenge that comes from living one’s own culture and trying to speak one’s own language when it is surrounded and overpowered by another more powerful culture and language (Glynn, Berryman, & Atvars, 1996). This situation has and continues to lead to the loss of culture, language and identity and it is further exacerbated when one’s lived experiences are pathologised and minoritised (Bishop, Berryman, Tiakiwai, & Richardson, 2003; Shields, Bishop, & Mazawi, 2005).
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.
Set, Aug 1, 2000
... Mō Te Wāhanga: Te Mahere Rautaki Māori 2010-2014; Te Tïmatanga. Ngā Pūrongo; Te Kaupapa: Eval... more ... Mō Te Wāhanga: Te Mahere Rautaki Māori 2010-2014; Te Tïmatanga. Ngā Pūrongo; Te Kaupapa: Evaluation; ... WPP; Work Aspect Preference Scale - 2nd Ed. ... Adaptive Behavior Assessment System-Second Edition (ABAS-II); Autism Spectrum Rating Scales (ASRS); BERS; BRIEF ...
Education, Jan 15, 2020
This review responds to a number of questions, including: What is known about teacher-student rel... more This review responds to a number of questions, including: What is known about teacher-student relationships? What about teacher-student relationships makes them effective and successful? How do effective relationships ensure that teachers and students can face the daily challenges in todays’ education systems and also in wider society? How might these relationships contribute to future proofing our societies against the global crises that have become our collective reality? Discourses related to relationships are often used as though there are collective understandings. However, much of the praxis—the policies, pedagogies, and testing regimes—found in learning institutions still protect and privilege some students over others, and the gaps in education and society continue to widen. This bibliography will show that teacher-student relationships continue to be widely researched; that early philosophical understandings grounded in relationships of equality and freedom have intergenerational interest and traction; and that relationships can take many forms, with some forms of teacher-student relationships resulting in more productive outcomes than others, and some forms actually doing harm. The scholars included in this entry are engaging in the types of relationships where “critical” questions increasingly sit at the forefront of learning and schooling. They are interested in contexts for learning where all learners are respected and able to bring their own experiences, their solutions, and their potential to the table, and from which collective growth and benefit can ensue. Among this common thread there is a diversity of worldviews, with knowledge that may yet be untried or untested. These citations provide insights into the kinds of teacher-student relationships that can help us learn more deeply about the profession by beginning with the self.
Waikato Journal of Education, Feb 15, 2015
Discursive repositioning: The impact a group of Te Kotahitanga teachers within a mainstream secon... more Discursive repositioning: The impact a group of Te Kotahitanga teachers within a mainstream secondary school had on one student Edith Painting-Davis 51 Culturally responsive evidence-based special education practice: Whaia ki te ara tika
Proceedings of the 2020 AERA Annual Meeting, 2020
Set: Research Information for Teachers
Teacher Development, May 1, 2010
David Fulton Publishers eBooks, Apr 3, 2013