To accompany workshop 2013. Links to Padlet discussion have been removed to preserve participants' anonymity.

1. Maori learning as Maori

2. Karakia
Karakia timata
Whakamutu te hau i te uru
west
Whakamutu te hau i te toka
Kia te hau i runga ki te uta
Kia te hau i runga ki te tai
Kia puta mai te āta kura
He pā huka
He whakaari o te rā kororia
Tehei mauriora!
A beginning to the day
Cease the winds from the
Cease the winds from the south
Let the breezes blow over the land
Let the breezes blow over the sea
Let the red-tinged dawn appear
A touch of frost
A promise of a glorious day
I sneeze, I am alive

3. Whakatauki
• Mā te rongo, ka mōhio; Mā te mōhio, ka
mārama; Mā te mārama, ka mātau; Mā te
mātau, ka ora.
• Through resonance comes cognisance;
through cognisance comes understanding;
through understanding comes knowledge;
through knowledge comes life and wellbeing.

4. Mihi

5. 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

6. Brainstorm:
What are the issues for Maori learners at
Manawatu now?

7. Setting the scene
• BPS targets

8. Anne Milne’s Maori education pipeline
Milne 2009

9. 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.

10. Power and Influence
from Kawanatanga to Rangatiratanga
Pākeha
decide
John Leonard
Ngai Tahu 2013
Pākehā ask
Māori, then
Pākehā
decide
Māori decide
then ask
Pākehā
Māori
decide

11. Voice
“We have to understand the importance of relationships and
the power of whanau.”
Milne 2009
Student voice
Just sitting there writing notes
doesn’t help you to remember the
information sort of thing.
Not that much teachers trust
you like other kids. They’re
always on your case, cause
they feel like you’re doing
something bad.
I moved [class]
because I was being
naughty
[Establish] rapport and
positive relationships
with parents
[Allow] parents to see
the curriculum over
the year so they can
contribute
Whanau voice
[use] the creative strengths and
the creative thinking that many
Maori students excel at
Teacher voice

12. Knowing the learner
Who are they and what to they want from us?
Tomlinson, Carol Anne: 2003

13. 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).

14. Tataiako

15. Card discussion feedback
Add your comments to our
teacher voice wall.

16. Useful links
• Maori Pedagogies Pearltree.

17. Karakia
Karakia whakamutunga
the day
E te Atua
Kua muta a matou mahi
Mo tenei ra (wa)
meetingtime)
Manaakitia taku whanau
family
Me nga iwi katou
Ko koe hoki te rangatiratanga
being
Te kaha me te kororia
glory
Ake ake ake
Amine
An end to
Lord
Our work is done
For this day (
Look after my
And everyone else
You are the supreme
In your strength and
For ever and ever
Amen