In the End "The Hope of Decolonization"
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.
Te Tai Treaty Settlement Stories
A programme aimed at increasing understanding of the past by exploring Treaty settlements and their enduring impact.
Ka whānau mai te reo
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.
MACs Evaluation Snapshot
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.
Pakeha And The Treaty - Why It's Our Treaty Too
A Pakeha reflects on 30 years work with Maori Communities
Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice
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.
The Enduring Effect of Exemplary Teachers of Aotearoa New Zealand’s Most Disengaged Secondary School Students: An Ideology of Hope
Written by Rachel Maitland (Ngāi te Ruahikihiki, Ngāti Huirapa, Ngāi Tūāhuriri)
Teachers are known to be one of the most significant factors influencing educational engagement. My thesis presents findings from a qualitative research project into the beliefs, practices, and knowledge of exemplary teachers of New Zealand’s most disengaged secondary school students. I had two research questions:
What are the understandings, beliefs and practices of highly effective teachers of at-risk secondary students?
What teacher knowledge, mindsets and strategies can help to engage Aotearoa New Zealand’s most educationally disconnected secondary students?
MOE : Tau Mai Te Reo: The Māori Language in Education 2013 - 2017
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.
MOE : Whakapūmautia Papakōwhaitia Tau ana - Grasp, Embrace and Realise 2011
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.
ERO : Evaluation Indicators for Education Reviews in Te Aho Matua Kura Kaupapa Māori
TAM Indicators May 2014
ERO : Framework For Review in Evaluation in Kura Kaupapa Māori Aho Matua
Framework For Review in Evaluation in Kura Kaupapa Māori Aho Matua - 2014
THE CULTURE AUDIT: A leadership tool for assessment and strategic planning in diverse schools and colleges
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.
Values for New Zealand School Leadership - Literature Review for the Te Ariki Trust.
The review highlights what current literature has to say about each of the Te Ariki values and why such values are important for principal and teacher development when working as colleagues who are committed to making a difference to students’ learning.
4D Education Review
“A very thoughtful treatment of the competencies our students need to thrive in today’s (and tomorrow’s) world. This book will help educators understand and navigate the critical choices we are facing.” —Carol Dweck,
Leadership 2025: Transforming Capability
Chair and guardian of Secondary Futures, Mason Durie, considers some possibilities for educational leadership in New Zealand in the next twenty years.