Māori education- the contribution of kaupapa Māori to mainstreamp p

MANU-AO Seminar Wed 28 July 2010MANU-AO Seminar Wed. 28 July, 2010

Wally T. PenetitoTe Kura Māori andH P k k I tit t f R h d D l t i M i d P ifi Ed tiHe Pārekereke, Institute for Research and Development in Māori and Pacific Education

Purposes of education – a kaupapa-MāoriPurposes of education a kaupapa Māori response

I t th Mā i t th In recent years the Māori response to the continuous and failing interpretation of what is implied in education or schooling is to constructimplied in education or schooling is to construct an alternative to the mainstream (to create a ‘kaupapa Māori system’). Since 1982 we now have:have:

kohanga reo (early childhood/whānau)

kura kaupapa Māori ( i h li ) kura kaupapa Māori (primary schooling)

wharekura (secondary schooling)

wānanga (tertiary) wānanga (tertiary)

Purposes of NZ education (1)Purposes of NZ education (1) [1 + 1 = 3] winner takes allTh bl b th i t i h t kThe problem as seen by the mainstream is how to makemainstream education more ‘culturally responsive’?

(a) 1867 - 1969 establish Native/Māori School system to f l M i i i h dcater for rural Māori communities, whānau and

students (where most Māori families were located up to about the 1950s) (b) t if t ll f th i t h(b) ensure most, if not all, of their teachers were European, preferably husband and wife (c) ensure the main language for learning was English(d) include elements of Māori cosmology (Rangi and Papa), history (Hone Heke, Te Kooti, Te Rauparaha), performing arts (haka, waiata-a-ringa, poi), artifacts (hāngi pah marae) in order for students to learn(hāngi , pah, marae) in order for students to learn something about Māori culture.

Purposes of education (2)Purposes of education (2)[1 + 1 = 2] a mirror image

Th bl b h k M i l iThe problem as seen by the kaupapa Māori alternative is how to create an education system based on its own cultural framework?

( ) h M i i th i l ?(a) how Māori is the curriculum?(b) how Māori is the pedagogy?(c) how much accountability rests with whānau?( ) y(d) what are the principles and practices adopted for:

- human development?- a theory of learning?- a theory of learning?- the purposes of schooling and education?- assessment and evaluation? etc.

Purposes of education (3)Purposes of education (3)[1 + 1 = 3] each remains intact but influenced by a third

Th bl I it i h t The problem as I see it is how to encourage an ‘overlapping relationship’ based on the notion of ‘radical ideals’ espoused through Western science and p gkaupapa Māori. This is the search for a ‘middle-ground’. (a) there is a need to critically appraise the opportunities and

constraints for parties to co-exist and to contribute to the wholeconstraints for parties to co exist and to contribute to the whole (b) there is a prior need for each party to the relationship to

experience the reality of security and worthwhileness in itself (c) there is the need to recognise that some matters that are (c) there is the need to recognise that some matters that are

perceived as desirable can only be achieved or acquired through the collaboration of the other party.

R di l id l f th k Mā iRadical ideals of the kaupapa Māori philosophy: (1) te reo Māori in order to reclaim a way of beinga way of being

(2) increasing opportunities to engage(2) increasing opportunities to engage with all institutions of society government the media education religion business research local politics

the economythe economy

(3) opportunities to exploit indigenous(3) opportunities to exploit indigenous performative arts

(4) increased opportunities to engage(4) increased opportunities to engage with other indigenous peoples

(5) opportunities to exercise an holistic(5) opportunities to exercise an holistic philosophy in a contemporary context

(6) opportunities to redefine the purpose of(6) opportunities to redefine the purpose of education through internalising radical ideals

T d l th To nurture To develop the capacity within Māori youth to b

To nurture within Māori youth the desire to stand

To foster in all NZ youth the b t dbecome

autonomous citizens of this

t illi

desire to stand tall as Māori with one foot knowledgeable

beauty and wisdom of identifying,

country willing and able to pursue the path f th i

knowledgeable in Māori traditions and the other in the

y glinguistically, historically, socially andof their own

choice in contributing to th ti d

the other in the contemporary world.

socially, and culturally with Aotearoa New Z l dthe nation and

to the world.Zealand.

Radical ideal (a) recognising a ‘culturallyRadical ideal (a) recognising a culturally explicit’ context

fl ti f litreflections of reality – common-ground

being

knowing doing

curriculum-critically place-based

pedagogy

of ‘relationscritically place based

-place-consciousness- of relations

- of mobilisation

Radical ideal (b) establishing a ‘place-Radical ideal (b) establishing a placebased curriculum’

The connections across knowledges of landscapes, histories of relations, effects on

t i i f t i biliteco-systems, naming, issues of sustainability..

R di l id l ( ) i i t h ‘Radical ideal (c) encouraging in teachers ‘a critical pedagogy of empowerment’

The teacher is committed to ensuring the child learns;child learns;

The teacher cares by taking responsibility for the whole child while she is in learning;for the whole child while she is in learning;

The child is nurtured through community, through participation in the ‘real world’through participation in the real world

Learning is from the world not about the world; to know is a personal experience.world; to know is a personal experience.

Radical ideal (d) insisting on a reciprocal ( ) g paccountability where ‘Māori will enjoy educational success as Māori’

FiduciaryCROWN IWI/HAPURelationship

Monitored by TPK

Contractual

Accountabilityrelationship monitored by a iwi/hapūMEA & ERO

TangatawhenuaRelationship monitored by

ContractualRelationshipMonitored byERO

MEA & ERO a local MEA

BoTs ParentsStudentsWhā

Professional relationshipmonitored by ERO

Pl

PrincipalTeachers

WhānauHapū

monitored by ERO

SummarySummary

Is kaupapa Māori making You betcha! But it’s not Is kaupapa Māori making a difference in education?

Wh t i k Mā i i

You betcha! But it s not only in education; it’s everywhere.

Kaupapa Māori is the What is kaupapa Māori in education?

If it is making a difference how do we

Kaupapa Māori is the public face of whānau, hapū and iwi knowledge and custom.difference, how do we

know and what sort of difference is it?

Accepting that it is making

and custom. In education it is impacting

on all sectors across all disciplines.

Accepting that it is making a difference who is benefiting from the change?

p When Pākehā NZers are

standing up in growing proportions for Māori change? p pcauses we will know something different is happening.

References Bishop, Russell & Berryman, Mere. (2006). Culture speaks: Cultural relationship and classroom learning. Wellington:

Huia Publishers. Durie, Mason. (2003). Māori educational Advancement at the Interface Between Te Ao Māori and Te Ao Whānui –

presented to Hui Taumata Mātauranga Tuatoru 9 March Turangi/Taupopresented to Hui Taumata Mātauranga Tuatoru, 9 March, Turangi/Taupo. Frame, Alex. (2002). Grey and Iwikau – A journey into custom. Wellington: Victoria University Press, pp. 32-33. Gruenewald, David A. & Smith, Gregory A. (2008). Place-based education in the global age. New York: Lawrence

Erlbaum Associates, Taylor & Francis Group. King, Michael. (1977). Te Puea – A biography. Auckland: Hodder & Stoughton Lear, Jonathon. (2006). Radical hope – Ethics in the face of cultural devastation. Cambridge, Massachusetts: Harvard

University Press. Metge, Joan. (1976/67). The Māoris of New Zealand – Rautahi. London: Routledge & Kegan Paul. Quote from Ngata, E

tipu e rea.. with translation, p. 151. Ministry of Education (2008). Ka Hikitia

Penetito, W.T.(2005). Scenario for a Māori education authority: mainstreaming or Māori control. In J. Codd & K.Sullivan (eds.) Education policy directions in Aotearoa New Zealand. Palmerston North: Dunmore Press./

Penetito, W.T. (2009). The struggle for Māori education: An emerging consensus for Aotearoa New Zealand. In James A. Banks. (ed.) Routledge international companion to multicultural education, pp. 288-300.New York: Routledge, Taylor & ( ) g p , pp g , yFrancis Group.

Schwimmer, Erik (1964) The sense of belonging. In Association for the Study of Childhood, The Curriculum Report – A Critique – The 1963 Lectures.

White, Richard. (1999/1991). The middle ground – Indians, empires, and republics in the Great Lakes region, 1650-1815. Cambridge University Press.g y