Science and Mātauranga

Raising Achievement of Māori

Marama PōhatuTe Rangatahi Ltd

Session Goals

Establish knowledge of strategies to support engagement with Māori learners/whānau/iwi/community

Explain how 1) links to raising Māori achievement in science

Recognise what constitutes scientific knowledge

Implement practical strategies for individual classrooms/schools

TauparaparaWhakataka te hau ki te uru

Whakataka te hau ki te tonga

Kia mākinakina ki uta

Kia mātaratara ki tai

E hī ake ana te atākura

He tio, he huka, he hauhunga

Tīhei mauri ora!

Te Reo PākehaPrepare for the westerly

Prepare for the southerly

It will be icy cold inland

It will be icy cold on shore

May the the dawn rise red tipped on ice, snow, and frost;

“THE PROMISE OF A GLORIOUS DAY”

Metaphors, References; concerned with the Universe, Earth, Sea, Sky, Night, Outer

Space

1) Acknowledges the great forces within the environment that are at work – the helpful but constant westerly, as well the bitterly cold southerly winds

2) Loosening of the harmful; but strengthening of the useful bonds – once a southerly ceases a cold but windless night will follow

3) Naming a oneness with the Atua - an awe inspiring dawn transforming the icy snowscape

MihimihiAcknowledge the geographical features of a tribal

area as well as whakapapa (genealogy)

More important than one’s name – often the last piece of information to be shared

Establish links with those present - whakawhanaungatanga

Critical to Māori – to know ones whakapapa is to know one’s identity

Starting platform to explore scientific concepts, processes and knowledge as well as te reo Māori

PurposeAcknowledging the value and integrity of Māori

knowledge and practices

Sharing information about yourself

Evidencing a commitment to Te Āo Māori

Developing effective relationships

Undertaking professional development; evidencing RTC indicators

Success Stories Vision Mātauranga Policy – Success for Māori means success for New

Zealand

Unlocking the science and innovation potential of Māori knowledge

people and resources will benefit all New Zealand M.S.I. (2013)

Colouring in the White Spaces – a secure cultural identity in school

connects students’ self and academic learning to the many worlds

beyond school — including the international and future spaces.

Milne, A. (2009)

Success Stories cont. Trial and evaluation of different modalities, pedagogies

and content.

“By me developing my knowledge of, and recognising different world

views and ‘ways of knowing’ to support the students make

sense of the content, it was clear that students warmly received the use of a

different teaching style. They commented on the change and the

enjoyment gained from the change. It was also clear that it was not

just the Māori and Pāsifika children who would benefit from the use

of different teaching pedagogies but that all children would

benefit.”

MOE (2009)

SuccessOngoing beneficial relationships

between iwi, schools and scientists

“The power dynamics within research relationships

changes when research collaborations are formed

between researchers and indigenous peoples.

Collaboration is about sharing with and learning from

one another”.

Cram, F. (2002)

Group TaskReflect on one Māori learner – past or present

who has not achieved

Discuss:

Possible reasons

Management at the time

Possible solutions

Process to follow

Ka hoki ahau ki taku kura?

When I return to my school

Take the first step – pronunciation, developing relationship/s, further research: culturally located learners, content knowledge, evidenced best practice, Te Kotahitanga, Hikairo Rationale – Edu - Cultural Wheel

Contact local whānau/iwi/community – MOE – (ref Human Resources Contacts)

Kia Hiwa Rā! (Be alert) Wider Issue - Science Literacy for Māori learners (NZCER 2010)

Self Review Tool for RTC – Professional Relationships and Professional Values and Professional Knowledge in Practice

Tātaiako Cultural Competencies for Māori Learners

Kiwi Leadership for Principals/Tū Rangatira

Kōrero Whakamutunga

“The culture of the child cannot enter the classroom unless it has first entered the consciousness of the teacher”

Peters, S. (2010)

Human Resources Students, whānau, iwi, colleagues, local, local, local…..

Pouherenga Mātauranga

http://www.minedu.govt.nz/NZEducation/EducationPolicies/MaoriEducation/AboutMaoriEducation/ContactUs/PouherengaMataurangaAndIwiMaoriLiaisonOfficers.aspx

Ka Tepea te Kō

http://www.minedu.govt.nz/Parents/AllAges/PFWNews/Target-communities.aspx

Kate Rice National Sciences Coordinator, NCEA Facilitator: Mau ki te Ako Consortium kate.rice@otago.ac.nz (03) 479 4992 South Island, Central Southern (Through Regional Ministry)

Mikhal Stone National Science Advisor: Team Solutions Consortium; Auckland and Northern Region m.stone@auckland.ac.nz (Through Regional Ministry)

Resources http://www.katoa.net.nz/kaupapa-maori/maori-protocols Māori research protocols

http://www.lincoln.ac.nz/Documents/2333_RR283_s6506.pdf Maramataka - various iwi perspectives

http://synexe.com/assets/Uploads/200901+Indigenous+Water+Governance.pdf Indigenous Water Management/Sustainability

http://www.maramatanga.ac.nz/sites/default/files/TO%20Kidman.pdf Tensions and solutions around engaging with Māori communities

http://nzcurriculum.tki.org.nz/content/download/2699/34644/file/qtrd_S3.pdf Exploring Culturally Responsive Pedagogies in Science

http://www.landcareresearch.co.nz/publications/researchpubs/harmsworth_good_practice_tanagata_whenua.pdf Good practice for engagement with Māori

http://www.scoop.co.nz/stories/PA0807/S00488.htm WAI 262 submission

http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/EducationInitiatives/Tataiako/TataiakoWEB.pdf

http://www.educationalleaders.govt.nz/Leadership-development/Professional-information/Tu-rangatira-English

References http://myportfolio.school.nz/artefact/file/download.php?file=468863&view=92809

http://www.msi.govt.nz/get-connected/unlocking-maori-potential/

http://www.nzcer.org.nz/nzcerpress/set/articles/connecting-science-teachers-their-maori-students-linking-one-school-s-tuata-

http://nzcurriculum.tki.org.nz/content/download/2699/34644/file/qtrd_S3.pdf

http://www.educationcounts.govt.nz/indicators/main/education-and-learning-outcomes/1875

http://www.educationcounts.govt.nz/publications/ece/literature-review-transition-from-early-childhood-education-to-school/chapter-three-characteristics

http://www.kaupapamaori.com/assets//maori_science.pdf

http://www.nzrtlb.org.nz/behaviourkit/index.php?option=com_content&view=article&id=16:the-hikairo-rationale&catid=13:interventions-for-maori-students&Itemid=21

http://tekotahitanga.tki.org.nz/