and culture

Principal Anne Brokenshire and facilitator Kylie Coulbeck reflect on what is now more evident as a result of the professional learning that staff have undertaken.

Mason Durie speaks of that body of knowledge unique to Aotearoa that we are yet to fully appreciate and utilise within our educational system. (Extract from ‘Te Mana Kōrero: Relationships for Learning’, 2007).

Culturally responsive learning contexts are those where the learner can bring their own experiences into the classroom context. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

Research shows that bringing cultural context into the curriculum affirms the students identity, and validates their cultural knowledge and knowledge of their whānau. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

The innovative use of ICT can be used to enhance professional development. Pakaraka School has created an environment where everyone is a learner. It uses ICT to capture the weekly lesson of a visiting teacher of Te Reo Māori. (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

Developing an inclusive curriculum. At Rotorua Lakes and Greymouth High Schools, student and whānau knowledge is validated through its introduction into the context for learning. (Extract from ‘Te Mana Kōrero: Strengthening Professional Practice’, 2005).

Rotorua Lakes High School and neighbouring Mokoia Intermediate have established a collaborative learning community where they share professional development opportunities. The process of developing better relationships with students began with asking the students what the issues were. (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

At Ruawai Primary School and Kapiti College, whānau knowledge is valued as teachers construct contexts for learning that reflect the cultural significance and history of their location.

School leaders need to respond positively, and in a culturally-appropriate way, so that Māori students can realise their potential.

In light of the education system’s failure to address the needs of Māori students, educators need to learn how to engage those students more effectively, in all aspects of their learning.