Download - Learning as Maori
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