aisnz teachers connecting with bicultural ...bicultural timeline for middleton • 1300 ad māori...

AISNZ TEACHERS CONNECTING WITH

BICULTURAL LEARNING

Connectingwith Staff

Connecting is part of caring

“people don’t care how much you know until they know how much you care”

James Dobson: Focus on the family

Sharing createsconnections.

people can use connections as motivation to ask for or give help

He honore, he kororia ki te Atua

He Maungarongo ki te whenua

He Whakaaro pai ki ngā tāngata katoa

Tihei mauri ora!

Prayer

All honour and glory to God

Peace on earth &

Goodwill to all peopleBehold the breath of life!

Kia ora koutou anei tāku mihi.

Hello, here is my greeting and

background

I mahi au i roto i ngā kura-Aranui me Central Huron Secondary School

I taught at Aranui and CHSS secondary schools

He kaiako Pūtaiao me te reo Māori au i te kuraMiddleton Grange

I am a science & Te reo Māori teacher at Middleton

Study award for 2015

Māori Bilingual and Immersion Teaching

Anei tāku whānau,

Ko Mr Harrison/Matua Etana tōku ingoa

Here is my family, I am Mr Harrison

Mountain, river, birth place

Where you grew up

Family-, spouse children

Name

Putāringāmotu

WaitahaNgāti MamoeKai Tahu, Ngāi Tuahuriri

Putāringāmotu

“place of an echo”

“the severed ear - bush isolated from the rest”

Mahinga kai- Food/resource gathering area

Mokihi

Arrival of Pākehā 1800-1840

Orongomai/Cass peak

Otumatua

Te Heru o Kahukura/Sugarloaf

1800-1840Māori Wars- 1826-Kai huanga Feud

1830 Ngāi Tahu/Ngāti ToaNew Zealand declaration of Independance

Treaty of Waitangi

Dean’s Family

The Old house

1882, Na Henry Wigram

Opening of Middleton Grange 1964

Present day

Cultural narratives

Tūrangawaewae- e.g rock wall Place of belonging, place to stand, place to identify with

BICULTURAL TIMELINE FOR MIDDLETON

• 1300 AD Māori arrive in NZ

• 16-1700 Abel Tasman/ James Cook

• 1814-27- Anglican & Methodist missionaries 1827-SI

• 1840- Treaty of Waitangi signed between Crown & Māori

• 1843- Deans brothers lease land off Māori at Pūtāringatmotu

• 1848- Crown purchase 20 million acres from Māori, Deans buy

• 1850s- Deans brothers die. Farm is divided up and sold into smaller lots “Old house” built.

• 1960s Christian Schools Trust purchases “Middleton” land

• 1964- Middleton Grange school est

• 2007-2016- Bicultural intiatives

• 2017- Christian Bicultural Learning PD sessions

Treaty/CovenantA. Tāngata Whenua

B. Crown

1.Tāngata Whenua2. Tāngata Tiriti*

(People authorised to be in NZ, people who belong to the land by right of

the Treaty) (*Eddie Durie- Chief Māori Land court judge)

“Bicultural Learning”

Adds value/enriches the learning of our

pupils throughconnections

Parent Mandate“ there are both beautiful things in his Māori ancestry and his European, which are worth preserving- I can be proud of both and learn from the mistakes of both. I hope you can help me teach my sons this too”

Legal rationale

Crown funded Entities, NEGs, NAGs, MOE intiatives: Ka Hīkitia, Tātaiako,

Charter…

Rationale: Policies/Reports for Māori initiatives at CAS

Treaty of Waitangi, Education act 1989. NEGs/ NAGs,SchoolCharter, Strategic goal ? Parent Community, ERO reports

NEG 9Increased participation and success by Māori through the advancement of Māori education initiatives*, including education in Te Reo Māori, consistent with the principles of the Treaty of Waitangi.

NEG 10Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgment of the unique place of Māori, and New Zealand's role in the Pacific and as a member of the international community of nations.

* Ka Hikitia

NAG 1e. in consultation with the school's Māori community, develop and make known to the school's community policies, plans and targets for improving the achievement of Māori students; and

NAG 2creport to students and their parents on the achievement of individual students, and to the school’s community on the achievement of students as a whole and of groups (identified through NAG 1(c) above) including the achievement of Māori students against the plans and targets referred to in 1(e) above.

SCRIPTURAL MANDATE CHRISTIAN SCHOOLS

CONNECTING WITH MĀORI

• Mark 16 v 15 And then he told them, "Go into all the world and preach the Good News to everyone”

• Mark 12:31 “love your neighbour as yourself”

• Rev 14 v 6 ……proclaim to those who live on the earth--to every nation, tribe, language and people

• Genesis 12 v 3 ..all the peoples of the earth will be blessed through you

• Treaty of Waitangi –Covenant (Treaty partners)

” Identity and culture are essential ingredients of success” (MOE 2008)

“after 12 years of formal education a Māori youth were unprepared to interact within Te Ao Māori, ... education would have been incomplete” (Mason Durie Māori health/Psychologist 2003)

Background/Challenge/Issues/Take-Honouring Treaty

- Integration of bicultural practice into some schools culture

- 2015 25% of NZ children under 15 are Māori

- Justice/Health system

- By 2026 NZ population 17% Māori ....however 54 percent of Māori boys are leaving school without qualifications

- Percentages of Māori at many State integrated schools do not represent the schools’ location

Group Activity

....don’t know or understand what is being said or happening or how to respond... awkward & embarrasing.. I want to know.. don’t want to do it wrongly or cause offense...I’m not confident... it just drops down the list... don’t know where to start, so I don’t do anything.....its not that I don’t want to do it,...we are a muticultural school, not just bicultural...shouldn’t we be focussing on all our different cultures....we don’t have many Māori at our school....I don’t divide my pupils up into different ethnicities...I don’t agree/believe in the Māori gods so I don’t include any of that in what we teach...

Cultural Responsiveness CQ Descriptors

Awareness: Am I aware of my personal biases and prejudices towards cultures different than mine?

Skill: Do I have the skill to conduct a cultural assessment of the patient

Knowledge: Do I have knowledge of the patient’s worldview?

Encounters: How many face-to-face encounters have I had with patients from diverse cultural backgrounds?

Desire: What is my genuine desire to be culturallycompetent?

Encounter- Momentum- Movement- Change

(hearts then organisational-societal)

Leadership

Both ends

Stakeholders – Principal / Parents / Pupils / Staff

How?- story Connections

1. Mihi/Personal story

2. Local story

3. Treaty story

Outcomes of Schools connectingwith bicultural learning

• Increase in teachers’ confidence & use of bicultural practices• Cultural narratives to inform future curriculum

and campus design• Schools of faith that reach out and serve• International pupils – honouring them by

honouring our NZ culture (%, tie, RWC)• Treaty of Waitangi/Missionaries-Treaty partners• Tūrangawaewae-Place to stand/of belonging/identity

• Beliefs/Knowledge/Perceptions• Enriches learning- What’s in your hand?

e.g. Matariki not being taught e.g. Aidanfield, Kingsway- Tau Te Arohanoa Akoranga

Nāku te rourou nāu te rourou ka ora ai te iwi

With your basket and my basket the people will

succeed

Vision “To inspire educators

with bicultural understanding, to lead in reconciling, serving and connecting with

Māori whānui for the glory of God”

let your light shine before others, that they may

see your good deeds and glorify

your Father in heaven Matthew 5:16

Mission statement

“ Integrating bicultural learning through education”

WiifmSouth Island Māori - Ngāi Tahu

Educational, Commercial and Cultural interest in SI

Know / Play / Fellowship/work with/ work for/ Marry

Values

Love and serve

Raranga/Weaving

Bicultural practice into School-Pūrākau/Māori Legends

- School/Māori Graduate profile

- Cultural responsiveness Practice/Policy

- Reaching out & Connecting with local iwi (Charter)

- - Māori Technology/Science CD Resource

- Tātaiako -School Haka - Whānau Advisory/Parent group

- School theme: Called to courage Karahia ki te aumangea

- Kupu Māori: Charter/correspondance/documentation / promotional material, signage, welcome, naming, bible verse

whakataukī

- Strategic goal:Whakapapa - heritage, traditions, non-negotiables

- Campus design, plantings, artwork…

Raranga/Weaving

Bicultural practice into School -Pūrākau/Māori Legends

- School Graduate profile




- Tātaiako -School Haka - Whānau Advisory/Parent group

- School theme: Called to courage Karahia ki te aumangea


whakataukī

- Strategic goal:Whakapapa - heritage, traditions, non-negotiables


Raranga/Weaving

Bicultural practice into SchoolStrategic goal:Whakapapa - heritage, traditions, non-negotiables

- Whānau Advisory/Parent group


-Cultural Narrative for area


- School/Māori Graduate profile


- Pūrākau/Māori Legends


- Tātaiako –Theme/proverb linked to devotions


whakataukī

Poroporoaki111

1 Interesting thing1 Take into your class1 Question/ Challenging

[email protected]
mailto:[email protected]

aisnz teachers connecting with bicultural ...bicultural timeline for middleton • 1300 ad māori...

Documents