title: Researcher-teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics

authors: Hawera, Ngārewa

subjects: teacher

abstract: This paper describes aspects of learning for a teacher in a Māori-medium Year 7–8 classroom and two mathematics education researchers from a university when they collaborated on a project supporting children to develop their ideas about transformation geometry. Key principles of kaupapa Māori (Māori ideology) methodology such as ako (reciprocal learning), manākitanga (showing care, respect and kindness) and whanaungatanga (family-like relationships) were integral to the initiation and facilitation of the research. Data presented is qualitative and derived largely from wānanga ā-kanohi (face-to-face discussion) between the participants. Results revealed that the collaborative partnership was conducive to developing insights into the complexities of learning mathematics in an indigenous setting. Issues of collegiality, learning mathematics in a second language, teacher mathematical knowledge and appropriate contexts for learning mathematics are analysed and discussed.

text: Researcher-teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics This paper describes aspects of learning for a teacher in a Māori-medium Year 7–8 classroom and two mathematics education researchers from a university when they collaborated on a project supporting children to develop their ideas about transformation geometry. Key principles of kaupapa Māori (Māori ideology) methodology such as ako (reciprocal learning), manākitanga (showing care, respect and kindness) and whanaungatanga (family-like relationships) were integral to the initiation and facilitation of the research. Data presented is qualitative and derived largely from wānanga ā-kanohi (face-to-face discussion) between the participants. Results revealed that the collaborative partnership was conducive to developing insights into the complexities of learning mathematics in an indigenous setting. Issues of collegiality, learning mathematics in a second language, teacher mathematical knowledge and appropriate contexts for learning mathematics are analysed and discussed.

year: 2014

title: Ma hea – which way? Mo te aha – what for?

authors: Te Awekotuku, Ngahuia

subjects: prejudice

abstract: Keynote address to the annual conference of the
NZ Psychological Society, 28 August 2004
E rau rangatira ma, tena ra koutou….
This presentation will be in four sections.
The first section will introduce two major issues, mana motuhake, and
manatangata, then we will consider some proposed legislation, the Seabed
& Foreshore Bill and the Civil Union Bill.
We will then consider strategic Maori response to political pressure over the
last three decades, and then note two recent and dramatic examples. They
are the Hikoi Takutai Moana, April 2004, and the Enough is Enough Rally,
August 2004
In the final section, we will consider the implications for psychologies and
psychologists working today in Aotearoa.

text: Ma hea – which way? Mo te aha – what for? Keynote address to the annual conference of the
NZ Psychological Society, 28 August 2004
E rau rangatira ma, tena ra koutou….
This presentation will be in four sections.
The first section will introduce two major issues, mana motuhake, and
manatangata, then we will consider some proposed legislation, the Seabed
& Foreshore Bill and the Civil Union Bill.
We will then consider strategic Maori response to political pressure over the
last three decades, and then note two recent and dramatic examples. They
are the Hikoi Takutai Moana, April 2004, and the Enough is Enough Rally,
August 2004
In the final section, we will consider the implications for psychologies and
psychologists working today in Aotearoa.

year: 2003-08

title: 'Seeing is Not Everything': Exploring the landscape experiences of different publics

authors: Scott, Alister J.

subjects: landscape planning

abstract: This paper develops a multi-sensory and multiple-perspective framework for assessing public perception of landscapes. Proceeding from a viewpoint that landscape research and policy have been pre-occupied with expert-led and visual approaches, our method elevates the experiences and range of responses of different publics to centre stage. Set within phenomenological and experiential epistemologies, our piloted technique captured the real time responses of walkers, mountain bikers, planners, councillors and land managers on pre-planned trips in Aberdeenshire. Subsequent analysis of audio recordings and field notes elicited detailed data revealing a complex appreciation of landscape set within dynamic and multiple socio-economic identities and sensory experiences of individuals. The paper concludes with a plea for policy-makers and researchers to recognise the importance of different publics who may experience and respond to landscape in different ways and the significance of incorporating both visual and non-visual components into emergent landscape assessment and policy approaches.

text: 'Seeing is Not Everything': Exploring the landscape experiences of different publics This paper develops a multi-sensory and multiple-perspective framework for assessing public perception of landscapes. Proceeding from a viewpoint that landscape research and policy have been pre-occupied with expert-led and visual approaches, our method elevates the experiences and range of responses of different publics to centre stage. Set within phenomenological and experiential epistemologies, our piloted technique captured the real time responses of walkers, mountain bikers, planners, councillors and land managers on pre-planned trips in Aberdeenshire. Subsequent analysis of audio recordings and field notes elicited detailed data revealing a complex appreciation of landscape set within dynamic and multiple socio-economic identities and sensory experiences of individuals. The paper concludes with a plea for policy-makers and researchers to recognise the importance of different publics who may experience and respond to landscape in different ways and the significance of incorporating both visual and non-visual components into emergent landscape assessment and policy approaches.

year: 2009