Engaging Māori learners
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This is the presentation for a paper presented by Kate Timms-Dean and Jenny Rudd (Otago Polytechnic) at the National Tertiary Learning & Teaching Conference 2011, in Nelson, New Zealand. The presentation provides a pedagogical framework for Māori learner engagement based on tikanga Māori (Māori custom) and models such as strengths and empowerment theories.
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Engaging Māori learners
- 1. Engaging Māori Learners: A Pedagogical Framework Kate Timms-Dean and Jenny Rudd, Otago Polytechnic, 2011
- 5. The Koru Model of Teaching & Learning Mauri Manaaki Whakapapa Whanaungatanga Tūmanako & Pūmanawa Tautoko Aroha Empowerment
- 10. Why nurturing the mauri is central Smith (2010, p.14) has this to say… … .“In a classroom situation, having been a teacher for many years, I have always thought about working with young children—how easy it is to hurt the mauri, as a teacher, as someone in power. A look, a word, an action can all do damage and it can happen in a single moment. Easy to damage, hard to recover”…
- 11. How do we nurture our students mauri? By attending to….
- 20. Tautoko Included in our model because supporting Māori students in a way that works for them is crucial in effective engagement. Refers to support . Bishop and Berryman (2006) drew attention to the deficit support model – whereby Māori students have been perceived as academically limited and provided with remedial support.
- 22. Aroha Included in our framework because these are essential qualities in an educator who is committed to engaging Māori students. Refers to compassion, empathy and love.
- 24. Whakamana Included in our framework because it reminds us to bring social justice, human rights and a power analysis to our work as educators Is underpinned by Empowerment Theory and the notion that some individuals and groups have more than fair share of power in society.
Notes de l'éditeur
- Kate’s Kōrero: Mihi Mihi (a welcome) and mihimihi (personal introductions) are important protocols in Māori society. In the Māori world view, all events and activities are signified by an appropriate beginning point and end point. The beginning when meeting new people is usually marked by a process of mihi and mihimihi. This is when people are welcomed and introductions are made. We do not have time today for everyone to mihimihi. Instead we want you all to take 5 minutes to move around the room and introduce yourselves to as many people as possible – mihimihi to people you don’t know. We will let you know when there is one minute to go. Please use that minute to wrap up your introductions and re-seat yourselves.
- Jenny’s Kōrero: Why nurturing the mauri is central When engaging with and seeking to engage a new group of students, an educator can relieve a number of fears and anxieties for many students in a good orientation and induction process. Clear course outlines, manageable timetables, assessment marking criteria, introducing students to support services, scheduling a library tour and so on go a long way to alleviate fears and anxieties but for some students the fears and anxieties go very much deeper.
- Physical Mental Spiritual Social Room set up Temperature Sufficient space Air circulation Plugs for computers Lighting Comfortable chairs Water Flat structure (Not lecture theatre) Tables for group work Dedicated space (a home base for students) Attending to learning styles VARK Visual Aural/Audio Reader/ Writer Kinesthetic Stimulating content VARK approach to assessments Appropriate support and scaffolding One on one tutorial support Computer labs Fish & Chip nights Peers support Clarity about expectations, structure, roles and boundaries responsibilities Providing an Agenda Powhiri/ mihi whakatou/mihi haere mihimihi Karakia and blessings Opening and closing rituals Acknowledging ancestors/ Whakapapa Acknowledging ancestors presence Outdoor activities Carving, weaving or painting Mihimihi Introductions Signature search Name games Icebreakers Group activities Singing waiata Dedicated space Eating together Group assessments Learning communities