MAC Readings

For hundreds of years, the peoples from Europe who have raped and pillaged way through Indigenous nations have perfected not just the instruments practices of dispossession but also a whole archive of doctrines and rewritten histories that purport to justify what they have done. They are in fact what may be termed “mythtakes,” deliberately concocted falsehoods to justify a process that is actually unjustifiable. Indigenous Peoples still live with the fact and practice of those mythtakes. To decolonize is to recognize that colonization is a deceptive lie as much as a crushing oppression. However, in the end, decolonization simply means having faith that we can still be brave enough to change an imposed reality. In that quest, there is always hope in knowing that whenever our tīpuna fought or necessarily adapted to survive in the darkest days of oppression, the resistance was never futile and the adaptation was never acquiescence. A first step in rekindling that hope is perhaps to be clear about what colonization was, and is.

Ka Whānau mai te Reo: Honoring whānau, upholding reo Māori is a 3-year (2012–2015) kaupapa Māori research project that investigates how best to support the continuity of whānau reo Māori development during key educational

transitions.

This snapshot presents an overview of the findings from an evaluation of the Te Ara Hōu: Māori Achievement Collaboratives (MACs) initiative. It considers the impact of MACs on the attitudes, and consequent changes in practice, of participating principals. This snapshot also examines the Māori Student Achievement shifts in the original 47 participating schools from 2013-2015.

A Pakeha reflects on 30 years work with Maori Communities

In this essay, I offer the term and stance of culturally sustaining pedagogy as an alternative that, I believe, embodies some of the best research and practice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and future.

Culturally sustaining pedagogy seeks to perpetuate and foster to sustain linguistic, literate, and cultural pluralism as part of the democratic project of schooling. In the face of current policies and practices that have the explicit goal of creating a monocultural and monolingual society, research and practice need equally explicit resistances that embrace cultural pluralism and cultural equality.

Tau Mai Te Reo has been developed to ensure that there is a connected and cohesive approach to education contributions to support and strengthen the Māori language. This supports the obligations of the Ministry of Education and education sector agencies under Te Rautaki Reo Mäori – the Mäori Language Strategy.

The Ministry of Education (the Ministry) acknowledges that the education system has failed to deliver equitable education outcomes and is determined to do better. Iwi and Mäori have expressed strong concerns and dissatisfaction about poor education system performance for many years. It is this performance that drives their relationship interests.

TAM Indicators May 2014

Framework For Review in Evaluation in Kura Kaupapa Māori Aho Matua - 2014

Schools and colleges around the world must be culturally competent in order to prepare students to succeed in an increasingly diverse and globally interconnected environment. Generally defined, culturally competent educational organizations value diversity in both theory and practice and make teaching and learning relevant and meaningful to students of various cultures (Klotz, 2006). Educational leaders must be equipped with the necessary tools to assess how well policies, programs, and practices align with the needs of diverse groups and prepare people to interact globally.The culture audit is a valuable organizational assessment tool to guide strategic planning for diversity and global competence.