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Identity, language and culture

“Māori children and students are more likely to achieve when they see themselves, their whānau , hapū and iwi reflected in the teaching content and environment, and are able to be ‘Māori’ in all learning contexts.”

Ka Hikitia – Managing for Success: The Māori Education Strategy 2008-2012, page 20.

An education system incorporating identity, language, and culture values knowing where students come from and building on what students bring with them. The resources you will find on this page reflect the value of identity, language, and culture, and provide examples of this in the classroom and beyond.

  1. Filed under: identity language and culture | effective leaders

    School leaders are asked to do some of their learning in a bicultural context driven by tikanga Māori – that is through Māori ways of doing and thinking. The structure and progression of the wānanga show a clear example of this in practice.

  2. Filed under: identity language and culture | effective leaders

    In this report Elizabeth Harrison, Principal, Ramanui School, Hawera reviewed what is “happening” in other schools out of her immediate area where there are significant numbers of Māori on the roll.

  3. Filed under: Identity Language and Culture | Statistics & results | Effective leaders

    Te Ao Mārama 2012 is a collection of statistics about Māori from a Māori perspective.

  4. Filed under: Productive partnerships | Identity Language and Culture | Effective leaders

    The 'Iwi Working Towards Best Education Outcomes for their People' article, featured in the 2 April Education Gazette, outlines the Education in the Ngātiwai Rohe booklet developed by the Ngātiwai Trust Board.

  5. Filed under: Productive partnerships | Identity Language and Culture | Ako | Research & evaluation | Effective leaders

    In this sabbatical leave report from Bruce Pagan, Principal, Kaikoura Primary School; Bruce investigates the effects/benefits that the pursuit of culturally significant events can have on Māori student achievement, with particular reference to those families/students that engage regularly in hui, muttonbirding, and carving.

  6. Filed under: Identity Language and Culture | Effective leaders

    The five Rangiātea case studies and exemplars examine secondary schools on their journey towards realising Māori student potential. The Hastings Boys’ High School case study focuses on a small selection of school systems, processes and programmes that support educational achievement.

  7. Filed under: Identity Language and Culture | Effective leaders

    The five Rangiātea case studies and exemplars examine secondary schools on their journey towards realising Māori student potential. The Opotiki College case study explores the factors and initiatives that helped significantly improve achievement levels for Māori students.

  8. Filed under: Identity Language and Culture | Effective leaders

    The five Rangiātea case studies and exemplars examine secondary schools on their journey towards realising Māori student potential. The Kakapo College case study explores the approaches that a principal and her leadership team took to maintain and continue to build on high levels of achievement for Māori students, harnessing commitment within the school and from the Māori community.

  9. Filed under: Identity Language and Culture | Effective leaders

    The five Rangiātea case studies and exemplars examine secondary schools on their journey towards realising Māori student potential. The Western Springs College case study explores some of the strategies and approaches the school leadership team uses to enhance Māori student achievement.

  10. Filed under: Identity Language and Culture | Effective leaders

    The five Rangiātea case studies and exemplars examine secondary schools on their journey towards realising Māori student potential. The Hamilton Girls’ High School case study explores the approaches that a principal and her leadership team took to maintain and continue to build on high levels of achievement for Māori students.

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