Tūrou Hawaiki: Morning karakia and waiata as culturally responsive pedagogy (original) (raw)
Related papers
Kapa (in rows) haka (dance) is considered a modern day performing art distinctive to what mainstream secondary schools (i. e., high schools Yr. 9-13) in Aotearoa New Zealand offer as way of fostering the social and cultural wellbeing of Māori students who attend. It is also considered a culturally responsive learning environment because it provides opportunities for Māori students to engage in learning more about their own language, culture and traditional ways of knowing and doing. With over 54 thousand Māori students (18%) attending mainstream secondary schools in Aotearoa New Zealand (Ministry of Education, 2006), this paper, based on my doctoral research completed in 2007, explores the ‘voices’ of 20 Māori students and 27 secondary school teachers about the educational benefits associated with participating in kapa haka and the implications for improving educational outcomes for these students. The study concluded that the most effective way to improve levels of participation (i.e., interest, attendance, engagement, association and success) working with Māori secondary school students is to employ learning environments that are socially, culturally, emotionally and spiritually uplifting and in particular, to assign learning activities that are specifically linked to their unique identity as Māori. A number of key social and cultural considerations are included to assist mainstream secondary schools (i.e., public State- funded high schools) and teachers to not only better evaluate their own levels of cultural responsiveness working with Māori students but to also improve their understanding of what constitutes effective ways of engaging indigenous and culturally-connected learners in these contexts.
The Indigenous Factor: The Role of Kapa Haka as a Culturally Responsive Learning Intervention.
MAI Review, 2008
The development and implementation of Nga Toi i roto i te Mātauranga o Aotearoa (Māori visual and performing arts) has seen kapa haka (a Māori performing dance group) emerge as a dynamic and powerful way for many mainstream schools and teachers to engage student learning about Māori culture, language, and traditions (New Zealand Qualifications Authority, 2002). The main aim of this paper is to focus on the importance kapa haka has for Māori students, and to outline why many Māori students are electing to participate in kapa haka and are including it as an integral part of their educational programmes. The first part highlights the dilemmas associated with Māori underachievement in mainstream schooling and how kapa haka as a culturally responsive learning pathway supports Māori students to achieve in such settings. The second part highlights the importance of how kapa haka supports Māori pedagogy, culture and identity. Likewise, the inclusion of Ngā Toi i roto i te Mātauranga o Aotearoa (Māori Visual and Performing Arts document launched in March 2001) and the implementation of NCEA (National Certificate in Educational Achievement) have raised the educational status of kapa haka because Māori students can now gain educational credits towards a formal qualification. Finally, the paper considers, some of the challenges facing mainstream school and teachers, in their attempts, to access the benefits associated with the time, energy and effort Māori students give to kapa haka.
The Australian Journal of Indigenous Education
This strengths-based paper draws on the qualitative and quantitative survey results from whānau (family members) of tamariki (children) attending 12 schools in an urban area in New Zealand with a high proportion of Māori people. The paper describes the positive impact of effective family engagement on tamariki, from the perspectives of whānau, paying particular interest to the differences between Māori and non-Māori whānau. The views of all whānau who participated in the project support the importance of relational and culturally sustaining aspects of teaching, and challenge commonly held stereotypes about indigenous parents’ low expectations in relation to their children’s education. The paper amplifies whānau voice about their children’s school enjoyment, perceptions of teacher support and future career aspirations for their tamariki.
Recent research focusing on improving educational outcomes for Māori students in mainstream secondary schools in Aotearoa/New Zealand have asserted that building positive student-teacher relationships in the classroom are fundamental (c. f. Bishop, Berryman, & Richardson, 2003; Bishop & Tiakiwai, 2003; Ministry of Education, 2002, 2006). In contrast, attempts to investigate the educational benefits associated with Māori students participating in cultural learning activities, such as kapa haka, and the implications for improving levels of Māori student achievement, remains relatively unexplored. To embark on such an investigation, Māori kapa haka students and teachers from four mainstream secondary schools were invited to take part in an interview process informed by using a Kaupapa Māori theoretical approach. As a result, the study revealed quite emphatically that not only does kapa haka provide Māori students with an appropriate ‘culturally responsive’ learning experience, but that they also feel more confident and optimistic about school and their education. Moreover, kapa haka provides the opportunity for students to celebrate who they are as Māori and as ‘culturally connected’ learners in mainstream schooling contexts. In addition, Māori students through the kapa haka experience learn to ‘protect’, ‘problem-solve’, ‘provide’, and ‘heal’ their inner self-worth, essence and wellbeing as Māori. Similarly, most teachers agreed that kapa haka provides Māori students with a creative, dynamic and powerful way to access their learning potential as cultural human beings. An overwhelming response by both students and teachers is that kapa haka should be timetabled as an academic subject to provide greater access to indigenous and cultural performing art that affirms their identity as Māori, and our uniqueness as New Zealanders. Finally, the research proposes a ‘culturally responsive’ learning strategy to assist what mainstream secondary schools and teachers provide as valid and purposeful learning opportunities for ‘culturally connected’ learners who are Māori.
Putting "Maori" in the Mainstream: Student Teachers' Reflections of a Culturally Relevant Pedagogy
Australian Journal of Teacher Education, 2011
This paper reports on student teachers experiences of an education program that was explicitly designed to be grounded in both Kaupapa Māori and mainstream pedagogy. This program started from the Kaupapa Māori view to be Māori as Māori. This was then supported by mainstream epistemology of New Zealand focused good teaching practice. A Kaupapa Māori approach was taken in this qualitative study that used participant driven spiral discourse. The paper suggests that this combined Kaupapa Māori and mainstream approach allowed these student teachers to find their place in education. Conclusions suggest that a culturally relevant pedagogy modeled as good teaching practice was needed for these student teachers to develop an understanding of not only how learning occurs but also how their teaching relates to learning.
2021
Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. Ki tōku whānau kei Maungatautari, kei Tāmaki Makaurau. Ahakoa he roa te wā kei waenganui i a tātou, ka nui te aroha nō koutou i rongo ai ahau. He mihi pounamu ki a koutou e poipoi nei i ahau. E mihi ana, e mihi ana. Ko wai au nāku tēnei i tuhi? Ko Mātaatua te waka Ko Tūhoe rātou ko Ngāti Awa, ko Airihi, ko Kōtarani, ko Ingarani, ko Tieke, ko Tiamana ngā iwi. Ko Te Whare o Toroa te marae. Ko Putauaki te maunga. Ko Ōhinemataroa te awa. Ko Wharepaia te hapū. Kei te noho au ki Taone Hou, ki Te Whanganui-a-Tara. Ko Nolan Hodgson tōku ingoa.
2011
This paper reports on student teachers experiences of an education program that was explicitly designed to be grounded in both Kaupapa Māori and mainstream pedagogy. This program started from the Kaupapa Māori view to be Māori as Māori. This was then supported by mainstream epistemology of New Zealand focused good teaching practice. A Kaupapa Māori approach was taken in this qualitative study that used participant driven spiral discourse. The paper suggests that this combined Kaupapa Māori and mainstream approach allowed these student teachers to find their place in education. Conclusions suggest that a culturally relevant pedagogy modeled as good teaching practice was needed for these student teachers to develop an understanding of not only how learning occurs but also how their teaching relates to learning
WHAKAMANA MĀORI: SOCIOCULTURAL PERSPECTIVES OF MĀORI EDUCATION IN AOTEAROA
Abstract This thesis aims to explore the journey Māori have taken with regards to education in Aotearoa and investigate current perspectives of Māori involved in education. Historically, Māori have been forced, through assimilation, to adopt and accept methods of teaching and learning that are inconsistent with traditional Māori education practices. These historical practices are also evident in the current dominance of euro-centric education philosophies and practices observed in many schools throughout Aotearoa New Zealand today. The study is based on Kaupapa Māori theory and utilised qualitative research methods to explore 13 Māori teachers’, parents’ and board of trustee members’ observations and experiences of tamariki Māori in educational settings. The study provided a forum and audience for participants’ observations and reflections. Their kōrero (dialogue) was recorded and thematically analysed. Four overarching themes identified were: Te Ao Māori, Tino Rangatiratanga, Ako, and Tangata Whenua. A series of subthemes were also identified within each main theme. These themes with accompanying quotations from participants provide a voice for the people interviewed to express their narrative concerning education of their tamariki (children). The voices of participants also alluded to a range of potential strategies and solutions that could support Māori tamariki to experience education success. Central to improving outcomes for Māori is the need for whānau, school teachers, management and governance to reconsider their worldviews and practices to better align with the cultural needs of Māori, and to recognise the ongoing impact of historical injustices. Reflection on the significance of Ka Hikitia is presented along with a range of recommendations for key stakeholders to empower their positions and ensure their influence is felt throughout schools and their communities.