Whatu: Weaving Māori Women Educators’ Pedagogy.

Hiha, Anne Aroha

doi:10.54322/kairaranga.v16i2.257

Cited by 3 publications

(2 citation statements)

References 0 publications

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“…Articles that focused on priority learners captured a diverse range of perspectives from parents, whānau, teachers who work with these learners, and the learners themselves. These articles focused on children with disabilities (see for example, Esera, 2008;Jongens, 2017;Pillay & Flanagan, 2011;Tippett, 2004;Ward, 2010Ward, , 2011, and children who identify as Pasifika (see for example, Knight-de Blois & Poskitt, 2016), Māori (see for example, Berryman & Woller, 2011;Bevan-Brown, 2006;Duncan et al, 2016;Hiha, 2015;Hunt, 2016), or other ethnicities at risk of underachieving within our school system (see for example, Smyth, 2013).…”

Section: Thread 2: Perspectivesmentioning

confidence: 99%

Retrospective: A tribute to the past editors from the current editorial team

Holley-Boen¹,

Mentis²,

Sleeman³

et al. 2022

Kairaranga

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This retrospective, as the first piece in the new online version of Kairaranga, looks back over two decades of the print version of this journal. The current editorial team pays tribute to the original editors and acknowledges their vision and achievements. Locating the journal within the changing educational landscape over the past twenty years, this piece provides a meta-analysis and reflection of the articles published from 2004 to 2021. It explores the key themes that emerged as threads across 24 Kairaranga issues published between these years. Looking forward to Kairaranga’s future, there is a commitment to honouring the past. The original vision and focus of Kairaranga will remain: to foreground evidence-based practices that put learners at the centre. Opportunities to weave new Kairaranga threads will be explored, including expanding the voices and perspectives of contributors, widening the journal focus to equity issues across learning support and enabling online and multi-media submissions in both English and te reo Māori. Looking back to look forward, the core kaupapa of this interprofessional journal stays constant, so that Kairaranga can continue to promote educational equity across Aotearoa.

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Section: Thread 2: Perspectivesmentioning

confidence: 99%

Retrospective: A tribute to the past editors from the current editorial team

Holley-Boen¹,

Mentis²,

Sleeman³

et al. 2022

Kairaranga

View full text Add to dashboard Cite

show abstract

“…Through this shared and reciprocal process teachers and students can engage in high quality, interactive and dialogic relationships. Knowing who your students are is vital to forming reciprocal relationships as conceptualised within te ao Māori (Hiha, 2015).…”

Section: Mātauranga Māori Connections/disconnectionsmentioning

confidence: 99%

Ready or not? Problematising the concept of graduate teacher readiness in Aotearoa New Zealand

Coleman

2022

teacherswork

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This article interrogates the concept of teacher ‘readiness’ within Initial Teacher Education (ITE) in Aotearoa New Zealand. It reviews the influences of this concept, and interrogates the definition of readiness as currently understood and enacted within education in Aotearoa New Zealand. It highlights the opportunity to invoke concepts of readiness drawn from Kaupapa Māori Theory to provide a coherent, local concept of readiness that may resist the legacy of Western ideological domination in ITE. This article emanated from my own disquiet working in ITE, and a reconsideration of my relationship to Te Tiriti o Waitangi both as an individual and as representative of my institution. As a tuhiwai (non-Māori), I recognise my privileged position to ask these questions, my responsibility as tangata tiriti and the potential risk of acting as Western translator to Māori concepts (Mika & Stewart, 2017).

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Indigenisation of conservation education in New Zealand

Reihana

Wehi

Harcourt

et al. 2021

Pacific Conserv. Biol.

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Indigenous Māori youth struggle to connect with science delivered in a Eurocentric model of education in Aotearoa, New Zealand. In transforming conservation biology through Indigenous perspectives, we asked whether Māori knowledge-based resources and traditional schooling (wānanga) methodologies increased the connection of Māori youth (rangatahi) to conservation science. We collaborated with a Māori environmental science body to run a culturally based environmental program (noho taiao) attended by 70 youth from three Māori-centric schools. We undertook surveys to assess baseline scientific understanding and to gauge how their understanding of the Māori-based conservation principles we introduced shifted over the course of the program. We developed a bilingual gaming app to introduce basic environmental concepts from both cultural perspectives, measuring its impact on knowledge retention for these students, and others at a Eurocentric school. Indigenous contexts for conservation learning markedly increased uptake of knowledge content, and enthusiasm for conservation concepts. After the program, Māori students reported that science was more accessible and relevant. Gaming as an educational medium was successful in engaging youth generally, but students primed by experiential learning from Indigenous perspectives had increased knowledge gained. Enabling rangatahi to explore place-based learning within a relevant cultural context allowed them to understand their duty of care to the environment (te taiao). Utilising Māori engagement mediums and mentors that resonate with youth are key to encouraging more Māori youth into conservation science. Therefore, empowering youth to draw from Indigenous ways of knowing, being and doing can create a step-change in science participation and leadership.

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Whatu: Weaving Māori Women Educators’ Pedagogy.

Cited by 3 publications

References 0 publications

Retrospective: A tribute to the past editors from the current editorial team

Retrospective: A tribute to the past editors from the current editorial team

Ready or not? Problematising the concept of graduate teacher readiness in Aotearoa New Zealand

Indigenisation of conservation education in New Zealand

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