Maori learning as Maori

Karakia

Karakia timataA beginning to the day

Whakamutu te hau i te uru Cease the winds from the westWhakamutu te hau i te toka Cease the winds from the southKia te hau i runga ki te uta Let the breezes blow over the landKia te hau i runga ki te tai Let the breezes blow over the seaKia puta mai te āta kura Let the red-tinged dawn appearHe pā huka A touch of frostHe whakaari o te rā kororia A promise of a glorious dayTehei mauriora! I sneeze, I am alive

Whakatauki

• Mā te rongo, ka mōhio; Mā te mōhio, kamārama; Mā te mārama, ka mātau; Mā temātau, ka ora.

• Through resonance comes cognisance; through cognisance comes understanding; through understanding comes knowledge; through knowledge comes life and wellbeing.

Mihi

Outline for the day

• Mihimihi and welcome

• Setting the scene

• Challenging ourselves a bit• Thinking about race in a safe environment.

• Voice, knowing the learner, reading as Maori

• Tataiako

• Useful links

• Karakia

Brainstorm:

What are the issues for Maori learners at Manawatu now?

Setting the scene

• BPS targets

Anne Milne’s Maori education pipeline

Milne 2009

Challenge time

• Provocative card exercise.

• Take a card at random. Read it through and, on the sheet provided note:– The key ideas

– What you think

• Then share with the others in the group and briefly add their comments.

Power and Influencefrom Kawanatanga to Rangatiratanga

Pākeha Pākehā ask Māori decide Māori

decide Māori, then then ask decidePākehā Pākehā

decide

John Leonard

Ngai Tahu 2013

Voice“We have to understand the importance of relationships and the power of whanau.”

Milne 2009

Teacher voice

Student voice

Whanau voice

Just sitting there writing notes

doesn’t help you to remember the

information sort of thing.

I moved [class]

because I was being

naughty

Not that much teachers trust

you like other kids. They’re

always on your case, cause

they feel like you’re doing

something bad.

[use] the creative strengths and

the creative thinking that many

Maori students excel at

[Establish] rapport and

positive relationships

with parents

[Allow] parents to see

the curriculum over

the year so they can

contribute

Knowing the learnerWho are they and what to they want from us?

Tomlinson, Carol Anne: 2003

Reading as Maori

Patricia Grace on when books are harmful for indigenous readers, quoted in Anne Milne

Linda Smith (1999, p.33) directly implicates schools in the redefinition of indigenous worlds and discusses the dangers implicit in reading and writing. She cites Patricia Grace’s (1985) assertion that “books are dangerous” to indigenous readers when (1) they do not reinforce our values, actions, customs, culture and identity; (2) when they tell us only about others they are saying that we do not exist; (3) they may be writing about us but they are writing things that are untrue; and (4) they are writing about us but saying negative and insensitive things which tell us we are not good (Smith, p.35).

Tataiako

Card discussion feedback

Add your comments to our teacher voice wall.

Useful links

• Maori Pedagogies Pearltree.

Karakia

Karakia whakamutunga An end to the dayE te Atua LordKua muta a matou mahi Our work is doneMo tenei ra (wa) For this day ( meetingtime)Manaakitia taku whanau Look after my familyMe nga iwi katou And everyone elseKo koe hoki te rangatiratanga You are the supreme beingTe kaha me te kororia In your strength and gloryAke ake ake For ever and everAmine Amen