PLACED BASED EDUCATION: An Iwi Response to Māori Education

Transcription

1 PLACED BASED EDUCATION: An Iwi Response to Māori Education Manu Ao Presentation 13 th April 2010 Huia Tomlins-Jahnke Ngāti Kahungunu, Ngāti Toa Rangatira, Ngai Tahu, Ngāti Hine

2 AIM Aspirations that underpin iwiieducation plans An iwi response to Māori education: A case study Implications for initial teacher education

3 IMPETUS FOR IWI INVOLVEMENT IN EDUCATION Limited State solutions for Māori underachievement Accountability of schools to whānau a high priority Link between a strong identity and positive outcomes Māori knowledge, language and culture valid systems Whānau involvement in what counts as education Location of most Māori children in mainstream Māori medium education preferred A right to an education

4 IWI EDUCATION PLANS Expression of iwi aspirations A Māori development agenda Crown relationship MoU Incorporation of hapū / iwi language, knowledge

5 PLACED BASED EDUCATION: (Compulsory Sector) Immerses children in local Māori heritage Focuses curriculum on cultural heritage of place A context for hapū / iwi expression Underpins Māori medium sector Limited in general schooling

6 AN IWI RESPONSE TO MĀORI EDUCATION Raising education achievement Cultural Standards Project Joint iwi/ministry venture Iwi based research team

7 IWI RESEARCH TEAM Whakapapa to Ngāti Kahungunu Experienced educators Kaumatua advisors Active in whānau / hapū / iwi Active in whānau / hapū / iwi affairs

8 PROJECT AIM To incorporate Ngāti Kahungunu culture, history and language in centres & primary schools in Kahungunu - Student identity affirmed - Student knowledge of Ngāti Kahungunu is increased - School culture integrates the curriculum of Ngāti Kahungunu for the benefit of students, communities, centres and schools Positive outcomes in Māori student achievement

9 PARENT ENGAGEMENT AND POSITIVE PARENTING

10 JOINT PROJECT Ngāti Kahungunu Iwi Incorporation & Ministry of Education Mainstream ECE centres & primary school settings 4 key strategies - Consultation with whānau, hapū, iwi - Interviews with educators and school communities - Development of cultural standards - Professional training and development for educators.

11 CULTURAL STANDARDS? Hau ki Turanga arts Te Matatini Manu kōrero Māori made mark

12 FOUR KEY OBJECTIVES 1. Stake-holder engagement and contributions to the development of NKCS 2. Identify best-practice models where local hapū cultural knowledge is incorporated in the curriculum of centres & schools 3. Explore content for Kahungunu cultural standards 4. Develop a Kahungunu Cultural Standards framework METHODOLOGY Establish Iwi reference group Establish joint project team Develop & implement communication strategy Hui, focus group, individual interviews (whanau, hapū, education sector) Literature review & search Pictorial, video, audio data collection Collate and analyse data & information Professional learning and capability programme plan for educators Milestone reports

13 LINKAGES TO VISION KAHUNGUNU He Mahere Rautaki i Te Reo o Ngāti Kahungunu Te Reo Māori Strategy Paetini Kaupapa & Ko Te Amorangi ki Mua mātaurangastrategy gy (Education strategy) Ngāti Kahungunu Research strategy Tihei Kahungunu promoting Kahungunu identity e.g. Takitimu festival

14 OTHER KEY LINKAGES Marautanga national curriculum documents Ka Hikitia Māori Education Strategy (encourages schools to develop curriculum which h is reflective of the learners) Te Whāriki, Early Childhood Curriculum Tribal response to status of Māori achievement levels l in Ngāti Kahungunu (NKII, 2004, 2005)

15 ECE PARTICIPATION OF MĀORI IN NGĀTI KAHUNGUNU 1/3 rd Māori population in Kahungunu under 14yrs 1/3 rd Māori children aged 0-4yrs 91.4% of all Māori children in ECE 60 kohanga reo in Ngāti Kahungunu Most children attend kohanga reo

16 PRIMARY SCHOOL PARTICIPATION IN NGĀTI KAHUNGUNU 1/3 of all students in Ngāti Kahungunu are Māori Most Māori children are located in mainstream 7 kura kaupapa pp schools in Ngāti Kahungunu, participation rates continue to grow Intensive Māori language tuition t (81-100%) in 6 schools not designated kura kaupapa 167 Primary schools

17 SECONDARY SCHOOL PARTICIPATION IN NGĀTI KAHUNGUNU (NKII, 2004) Low participation rates at secondary school level After Y10 marked absence of Māori students High suspension and truancy rates High attrition rates Enrolments in Alternative Education 74% Māori

18 STRENGTHENING SCHOOL/COMMUNITY PARTICIPATION & RELATIONSHIPS Four principles: - Participation of whānau in governance - Engagement of whānau in developing school curriculum (Ka Hikitia) - Informed whānau through knowledge of the education system and processes - Supporting schools in strengthening community relationships

19 INDIGENOUS CULTURAL STANDARDS Alaska model Heritage language & indigenous culture of place fundamental to cultural health & wellbeing

20 PROCESS AND LEVELS OF ENGAGEMENT Complex Taiwhenua/ board leadership Social organisations Institutional within and without the rohe Timing /timeframes/priorities Marae/hapū/papa kainga Whānau /whakapapa MOE (3 + national office), schools & community, advisory services (3 separate offices) Managing local with the national

21 PRELIMINARY FINDINGS FROM CULTURAL REVIEW SURVEY ECE CENTRES & PRIMARY SCHOOLS IN NK 2009 Findings indicative in 5 key areas Curriculum & Delivery Centre & school practice Whānau engagement Management & staff Professional development needs

22 ECE Centres (17) cultural knowledge improves teaching practice & leads to improved outcomes some te reo little NK content * Staff lack confidence in basic te reo, tikanga & local content 1 centre incorporates powhiri for new students/ teachers 1 centre has marae visit * te reo restricted to greetings communication with whānau about centre activities considered effective * most hold whānau hui most staff have undertaken TOW training * most centres do not have Māori community representatives * professional development for language, culture & history * development of resources to support teaching of language, culture & history Primary schools cultural knowledge improves teaching (20) practice & leads to improved outcomes some opportunities to learn te reo some NK content * Staff lack confidence in basic te reo, tikanga & local content some schools incorporate powhiri for new students/ teachers Most schools incorporate marae visits * te reo restricted to greetings * communication with whānau about centre activities considered effective * few schools hold whānau hui most measure the impact of professional development on teaching and learning of Māori ½ number of schools planned staff development to support Māori achievement * few staff have undertaken TOW training * professional development for language, culture & history development of resources to support teaching of language, culture & history build & strengthen relationships with whānau, hapu & iwi * build relationship with NKII

23 PRELIMINARY FINDINGS FROM CULTURAL REVIEW SURVEY ECE CENTRES Range of questions focussed on management & staff, centre practice, curriculum delivery & engagement with whānau Curriculum & delivery - All centres believe cultural knowledge improves teaching practice & leads to positive outcomes for Māori children

24 FINDINGS FROM SCHOOLS Staff - schools measure impact of professional development on teaching & learning of Māori (90%) - ½ schools planned staff development to support Māori achievement (60%) - ½ schools undertaken TOW training (40%) Board of Trustees - ½ BOT s have members representing Māori community - Most BOT s have not had TOW training - Most BOT s have little knowledge of how to engage with Māori communities

25 Professional development requested by schools - Developing relationships with whānau - Support to develop local content curriculum - Support to incorporate and teach local content - Support to link with local marae/hapu & kaumatua Relationship with local iwi to provide support, advice & guidance on - Māori issues & development initiatives - Whanau engagement & building relationships - Professional development for language, culture & history - Development of resources to support teaching of language culture and history.

26 BENCHMARKS FOR CULTURAL STANDARDS IN EC CENTRES & PRIMARY SCHOOLS Culturally competent teachers Pedagogically competent teachers Access & transmission of selected tribal knowledge Active usage of distinctive tribal dialects

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29 MOHAKA PRIMARY SCHOOL Contextualised learning Building positive relationships Building staff capacity & capability Sharing knowledge Engagement of cultural experts

30 MOHAKA SCHOOL GRADUATE PROFILE By Year 8 tamariki at Mohaka school will be able to: Recite by memory a minimum of 6 karakia Sing correctly, on key and by memory at tleast t5 of f15p Pahauwera waiata Recite correctly and from memory a mihimihi that must contain the following whakapapa content: (Nga kotiro only) call correctly and from memory at least 6 karanga Pronounce correctly and from memory: Sing without error the national anthem in Māori Recount at least 3 tribal stories Maintain a basic conversation in Māori Recount without error the cultural customs of Ngāti Pahuwere / Ngāti Kahungunu for: 2 for start of day 2 for lunch time The 15 waiata include: moteatea, patere, waiata, haka Maunga, awa, roto, waka, marae, iwi, hapū, urupa, tupuna, rangatira, kaumatua, matua, home place, name, whainga The Māori alphabet and basic greetings both formal and informal Greetings, expressions, local idiom, tribal boundaries, places of tribal significance, introductions Responses Counting, time, days, months, colours etc Inquiry Te tunga waka/whakeke/parekawakawa Kaikaranga/kaikorero Manu tioriori Mate/taonga/whakaahua/hura kohatu Whakanoa/takahi whare Hakaari/moteatea

31 Recite by memory a minimum of 6 karakia GRADUATE PROFILE By Year 8 Tamariki At Mohaka School will be able to: 2 for start of day 2 for lunch time Sing correctly, on key and by memory at least 5 of 15 Pahauwera waiata The 15 waiata include: moteatea, patere, waiata, haka Recite correctly and from memory a mihimihi that must contain the following whakapapa content: Maunga, awa, roto, waka, marae, iwi, hapū, urupa, tupuna, rangatira, kaumatua, matua, home place, name, whainga

32 GREY-TOWN KINDERGARTEN Build positive relationships Create culturally ll embedded bddd environment Develop culturally relevant resources Collaborate planning to support Ngati Moe cultural knowledge

33 GREYTOWN KINDERGARTEN NGĀTI KAHUNGUNU CULTURAL STANDARDS, CULTURAL KNOWLEDGE, INDIVIDUAL PROFILE The graph below demonstrates the cultural knowledge and learning for children at Greytown Kindergarten. It details the links between Ngāti Kahungunu cultural standards goals; Te Whāriki Principles; Cultural knowledge of Ngāti Kahungunu and Ngāti Moe (Papawai Marae). Children s individual profile that children will take in their kete of knowledge as they transition to and continue their learning journey at school ) Documents attached). Cultural l Te Whariki Cultural l Individual id Profile Standards Goals Principles Knowledge Ngāti Kahungunu Whakaoho: Nga Hononga Relationships Manaaki; awhi; tautoko; tapu; noa; whanaungatanga; g Children will have developed an understanding and respect for Papatuanuku. Connections and relationships with iwi and hapu will be established to support kaiako, children s and whānau knowledge and understanding about tikangamāori. Children will have developed an kawa; tikanga understanding of the protocols of Powhiri through regular visits to Papawai marae. The programme will enable children and their parents whānau to be active participants in the community (Belonging Goal 2 Te Whariki) Whakamana Whānau Tangata Family & Visit places maunga/mountain; awa/river; wahi Children will have developed knowledge and understanding about the features of the area of physical and spiritual significance in their local community including Papawai marae, Mount Bruce, children will have developed the confidence to communicate a pepeha at the kindergarten Community tapu/historical and at Papawai marae. (Belonging & Communication) significance Whakaako Kotahitanga Holistic Development Te Reo Māori; Waiata/songs; Pakiwaitara/Purak Children will have developed an appreciation of te reo Māori as a living and relevant language. Children will hear and have opportunities to use te reo Māori. Children will be able to use greetings, discuss in te reo the days of the week, weather words,sing waiata, use poi and au/stories, myths and legends; Arts karakia. Have knowledge of stories myths and legends including, Ngāti Moe and Ngāti Kahungunu (Communication & Exploration) Whakamahi W- hakawhanau ngatanga Whakamana/E mpowerment Nga Hononga/Relati onships & Whānau Tangata/Famil y & Community Environment Matariki Children will have opportunities to plant and harvest in the garden and gain a respect for Papatuanuku, the bush, native plants and animals. (Contribution & Exploration) Children will have an understanding of the significance of Matariki and have participated along with their parents and whānau in celebrating Matariki (Belonging & Exploration)

34 Cultural Standards Goals Te Whariki Principles Cultural Knowledge Ngāti Kahungunu Individual Profile Whakaoho: Nga Hononga Manaaki; awhi; Children will have developed an understanding and tautoko; tapu; respect for Papatuanuku. Relationships noa; Connections and relationships with iwi and hapu will whanaungatang be established to support kaiako, children s and a; kawa; tikanga whānau knowledge and understanding about tikanga Māori. Children will have developed an understanding of the protocols of Powhiri through regular visits to Papawai marae. The programme will enable children and their parents whānau to be active participants in the community (Belonging Goal 2 Te Whariki)

35 MĀORI AND SCHOOLING Most Māori children located in general schooling Most teachers are non-māori Most Māori children are taught by non-maori teachers in general sector (ECE, Primary, secondary) Most non-māori teachers unprepared to teach Māori children (Kenrick, 2010; Tomlins-Jahnke & Aben, 2009) Significant government funding Vote Māori Education - PD for teachers & school leaders in secondary schooling

36 IMPLICATIONS FOR INITIAL TEACHER EDUCATION (ITE) Do providers prepare culturally competent graduate teachers? What does/should an ITE programme for the NZ schooling context look like? What would teacher competencies for Māori involve? Māori centred/kaupapa Māori Integrated Additive Eurocentric IstherearoleforiwiinITE role in ITE provision?

37 NGĀ MOEMOEA O NGĀ IWI KATOA To live as Māori To be healthy To participate as global citizens. (MHDurie, 2002)