title: Indigenous cultural pedagogies for the caring and teaching of young children in the Solomon Islands: A Kolombangara Island case study

authors: Teaheniu, Rosemilly Piasi Liliqula

subjects: Early Childhood

abstract: The village leaders and early childhood teachers have practised knowledge and understanding of Kolombangara indigenous cultural pedagogies in caring and teaching young children. This study explores and examines how the village leaders and early childhood teachers gain knowledge, understanding and experiences through their leadership roles care and teach young children.

It uses an interpretive theoretical lens to analyse participants’ knowledge, understanding and experiences of caring, rearing and teaching beliefs, values and practices. Data were collected through the semi-structured interviews individually and in focus groups. The key finding of the study reveals that the caring and teaching practices of young children originate from Saki Rai Takopo, wisdom from Mt. Rano crater (Koqu Rano), by god Leve the creator and the angelic beings through the creation story of the island. The wisdom is sacred and rooted in beliefs, values and ninanau (teaching practices) in the entire functioning of tribes and families in Kolombangara society. It was handed down from the ancestors to the people through generations. The implication of this study is an agent to revitalise and strengthen the worthy indigenous cultural pedagogies in pre-primary curriculum framework as part of the current constitutional reform of the Solomon Islands education system.

text: Indigenous cultural pedagogies for the caring and teaching of young children in the Solomon Islands: A Kolombangara Island case study The village leaders and early childhood teachers have practised knowledge and understanding of Kolombangara indigenous cultural pedagogies in caring and teaching young children. This study explores and examines how the village leaders and early childhood teachers gain knowledge, understanding and experiences through their leadership roles care and teach young children.

It uses an interpretive theoretical lens to analyse participants’ knowledge, understanding and experiences of caring, rearing and teaching beliefs, values and practices. Data were collected through the semi-structured interviews individually and in focus groups. The key finding of the study reveals that the caring and teaching practices of young children originate from Saki Rai Takopo, wisdom from Mt. Rano crater (Koqu Rano), by god Leve the creator and the angelic beings through the creation story of the island. The wisdom is sacred and rooted in beliefs, values and ninanau (teaching practices) in the entire functioning of tribes and families in Kolombangara society. It was handed down from the ancestors to the people through generations. The implication of this study is an agent to revitalise and strengthen the worthy indigenous cultural pedagogies in pre-primary curriculum framework as part of the current constitutional reform of the Solomon Islands education system.

year: 2019

title: Bridging the transition from Year 6 to Year 7: A New Zealand context

authors: Gilroy, Kirsty

subjects: transition

abstract: The purpose of this study was to investigate the processes in place for vulnerable students when transitioning from Year 6 at primary school, to Year 7 at intermediate or middle school. Specifically, it investigates what data on vulnerable students is recorded, how this data is utilised when transitioning students, how it is disseminated by receiving schools and in what ways it is useful in supporting students.

A convergent parallel mixed methods study design was used (Creswell & Clark, 2016); a national survey, a local Community of Learning / Kahui Ako survey and interviews were undertaken with five leaders from primary or intermediate/middle schools. This research identified a disconnect between primary feeder schools and receiving intermediate and middle schools in terms of what data is most valued, how it is utilised and how it is disseminated.

Respondents recognised the difficulties inherent in developing effective transition processes and the academic, social, behavioural and emotional risks to all students during transition, with particular concern for the vulnerable learners. Respondents also acknowledged the benefit of working across schools and across communities and expressed a desire to address the needs of Māori and Pasifika learners.

Recommendations are made for schools and teaching professionals to:
i. engage in collective and collaborative professional discussion on the type, accuracy and value of data being collected and utilised
ii. investigate changes in policy and practice with theory and current research as a basis for action
iii. co-construct what skills and knowledge it is felt would be beneficial for a Year 6 learner to have in order to successfully transition to Year 7 at an intermediate/middle school
iv. build understanding and relationships within the wider community through the Community of Learning / Kahui Ako
v. collectively address the challenges of addressing and catering for Māori and Pasifika learners along with other diverse learners, so that there are clear and successful learning pathways

text: Bridging the transition from Year 6 to Year 7: A New Zealand context The purpose of this study was to investigate the processes in place for vulnerable students when transitioning from Year 6 at primary school, to Year 7 at intermediate or middle school. Specifically, it investigates what data on vulnerable students is recorded, how this data is utilised when transitioning students, how it is disseminated by receiving schools and in what ways it is useful in supporting students.

A convergent parallel mixed methods study design was used (Creswell & Clark, 2016); a national survey, a local Community of Learning / Kahui Ako survey and interviews were undertaken with five leaders from primary or intermediate/middle schools. This research identified a disconnect between primary feeder schools and receiving intermediate and middle schools in terms of what data is most valued, how it is utilised and how it is disseminated.

Respondents recognised the difficulties inherent in developing effective transition processes and the academic, social, behavioural and emotional risks to all students during transition, with particular concern for the vulnerable learners. Respondents also acknowledged the benefit of working across schools and across communities and expressed a desire to address the needs of Māori and Pasifika learners.

Recommendations are made for schools and teaching professionals to:
i. engage in collective and collaborative professional discussion on the type, accuracy and value of data being collected and utilised
ii. investigate changes in policy and practice with theory and current research as a basis for action
iii. co-construct what skills and knowledge it is felt would be beneficial for a Year 6 learner to have in order to successfully transition to Year 7 at an intermediate/middle school
iv. build understanding and relationships within the wider community through the Community of Learning / Kahui Ako
v. collectively address the challenges of addressing and catering for Māori and Pasifika learners along with other diverse learners, so that there are clear and successful learning pathways

year: 2018

title: Dreaming Ourselves and Aspirations into Places of Higher Education

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: Dreams and aspirations are at the core of what higher education is about.  Students and scholars alike, the world over, are engaged in the realization of dreams that bring forth new opportunities, new ways of seeing and being and of changing the world. Many Maori students dream of making a difference and see the pursuit of higher education as a way to bring their dreams into reality. Often their dreams reflect family and community aspirations bringing with it a significant burden of responsibility and obligation.  And for Maori academics and researchers like me, my dreams are not too different to those of my own students except that where students pursue a pathway towards becoming relevant, academics are challenged to remain so. In this chapter, I will share some of my/our hopes and experiences and how Maori went about dreaming ourselves into the staff make up, curriculum and research activities in the School of Psychology at the University of Waikato.

text: Dreaming Ourselves and Aspirations into Places of Higher Education Dreams and aspirations are at the core of what higher education is about.  Students and scholars alike, the world over, are engaged in the realization of dreams that bring forth new opportunities, new ways of seeing and being and of changing the world. Many Maori students dream of making a difference and see the pursuit of higher education as a way to bring their dreams into reality. Often their dreams reflect family and community aspirations bringing with it a significant burden of responsibility and obligation.  And for Maori academics and researchers like me, my dreams are not too different to those of my own students except that where students pursue a pathway towards becoming relevant, academics are challenged to remain so. In this chapter, I will share some of my/our hopes and experiences and how Maori went about dreaming ourselves into the staff make up, curriculum and research activities in the School of Psychology at the University of Waikato.

year: 2013