In te reo Maori, tauira means both student and teacher, and this book by acclaimed educator and anthropologist Joan Metge shows that Maori educational practices had a particular form and philosophy. Maori focused on learning by doing, teaching in context, learning in a group, memorizing, and advancement when ready. Parents, grandparents, and community leaders imparted cultural knowledge as well as practical skills to the younger generation through daily life and storytelling, in whanau and community activities. In preserving this evidence and these voices from the past, this important book also offers much inspiration for the future.
Who are M ori children with special education needs? Why would working with them be any different to working with other children with special education needs? Why is this a highly important job? This book provides essential information for those striving to provide culturally responsive, effective education for M ori children. Working with M ori Children with Special Education Needs emphasises the importance of learning from the past and listening to M ori children, their parents and wider wh nau (families). It explores the key components of culturally responsive, evidence-based, special education practice; it describes holistic and inclusive responses to educating all tamariki (children), especially those with identified special education needs; and it discusses a paradigm for M ori disability identity-wh nau hau . This book also features specific categorial studies, outlining M ori concepts and advising professionals. The studies explore the needs of deaf children and their wh nau; outline general, educational and cultural barriers for M ori who are vision impaired or blind; and discuss physical disability, intellectual disability, autism spectrum disorder, and giftedness from a M ori perspective. This book then considers ways that teachers and wh nau can capitalise on their respective strengths and knowledge in order to take joint responsibility for students' learning and behaviour."
This book examines decolonisation and M ori education in Aotearoa New Zealand in ways that seeks to challenge, unsettle and provoke for change. Editors Jessica Hutchings and Jenny Lee-Morgan have drawn together leading M ori writers and intellectuals on topics that are at the heart of a decolonising education agenda, from tribal education initiatives to media issues, food sovereignty, wellbeing, Christianity, tikanga and more. A key premise is that colonisation excludes holistic and M ori experiences and ways of knowing, and continues to assert a deep influence on knowledge systems and ways of living and being, and that efforts to combat its impact must be broad and comprehensive. The book presents a kaupapa M ori and decolonised agenda for M ori education. The writers put kaupapa M ori into practice through a p r kau (narrative) approach to explore the diverse topics in a range of styles. Digital editions in ebook and Kindle versions will be available from 15 October "
A system of government primary schools for Māori children created by Parliament in 1867 was regarded as a temporary measure until they learnt English and were Europeanised. But it lasted for 100 years despite criticisms of 'separatism' and 'pampering' of Māori. Barrington is the foremost historian of the schools. In this book he draws on an extensive range of new material, including theses, Waitangi Tribunal research and oral history projects, to tell their story, together with those of the Māori denominational boarding schools and state Maori district high schools. The voices of Māori on schooling, which remained largely hidden in many earlier studies, are given a new prominence.
It is relatively easy to critique the New Zealand education system and show how inequalities in the treatment of Maori students have gone on for generations, to the extent that Maori justifiably perceive the system as being inherently biased against them. It is far more difficult to explain why Maori, despite their warrior heritage, persist in seeking out compromise positions with a dominant mainstream, or how they can do this without allowing a kind of refining or 'thinning out' of what it means to be Maori (what Foucault aptly refers to as 'procedures of rarefaction'). The slogan popularised in the mid-1900s, following Sir Apirana Ngata's familiar aphorism, 'E tipu e rea' - reinterpreted as 'we want the best of both worlds' - has not diminished in salience, and indeed may even have taken on a more strident note in the contemporary form 'we demand the best of all worlds'. This is a story about what it feels like to be a Maori in an education system where, for more than a century, equality, social justice and fairness for all New Zealanders has been promised but not adequately provided. It was not until the late 1970s and early 1980s that ordinary Maori in a few key communities throughout the country courageously stepped outside the Pakeha system and created an alternative Maori system in order to whakamana (enhance) their own interpretations of what it means to achieve equality, social justice and fairness through education. The question now is, what has the dominant mainstream education system learned about itself from the creative backlash of the Maori 'struggle for a meaningful context', and what is it going to do to address the equally important question of 'what is an education for all New Zealanders?'.
This is a study of the experience of Maori people in the school system and the pedagogical response. It presents a model for addressing cultural diversity in the classroom which is based on a traditionalist Maori response to the dominant discourse within New Zealand.
Covering the symbolic systems and worldviews of the Indigenous peoples of Aotearoa, New Zealand, this book is a concise introduction to Maori philosophy. It addresses core philosophical issues including Maori notions of the self, the world, epistemology, the form in which Maori philosophy is conveyed, and whether or not Maori philosophy has a teleological agenda. Introducing students to key texts, thinkers and themes, the book includes: - A Maori-to-English glossary and an index - Accessible interpretations of primary source material - Teaching notes, and reflections on how the studied material engages with contemporary debates - End-of-chapter discussion questions that can be used in teaching - Comprehensive bibliographies and guided suggestions for further reading. Maori Philosophy is an ideal text for students studying World Philosophies, or anyone who wishes to use Indigenous philosophies or methodologies in their own research and scholarship.
