title: Ngati Rahiri versus Ngati Tamatera

authors: Hart, Philip

abstract: Conflict between Ngati Tamatera, of Ohinemuri, and Ngati Rahiri, of Te Aroha, was provoked by the latter believing that members of other hapu had received money for the Aroha Block to which they were not entitled. In addition, the two hapu disagreed over the block’s northern boundary. In early 1877 Ngati Rahiri threatened violence and even fired over the heads of several rangatira passing through their land, thereby challenging their right to intrude on it. In response, Ngati Tamatera, with the assistance of Ngati Koi, blocked the road to Te Aroha and also the Waihou River against Ngati Rahiri, although they permitted Pakeha to pass. Pakeha took a relaxed attitude to the conflict, not expecting any real battles occurring during a squabble they understood to have been caused by members of an inferior hapu having their names wrongly included in Crown grants.
After Ngati Tamatera erected two small and unimpressive pa to block both road and river, Ngati Rahiri retaliated by constructing a similarly unimpressive pa at Omahu, their settlement at Te Aroha. Apart from much posturing, the only actions taken were Ngati Tamatera sending back to Omahu an aged woman who had come down the river in a canoe and Ngati Rahiri stealing pigs and peaches and firing shots near a settlement. The Native Minister and various officials, notably James Mackay, intervened to resolve the conflict, which was ended with a reconciliation initiated by Ngati Tamatera and formalized by a large meeting of both hapu at Omahu.
Once this quarrel was settled, negotiations to enable the Crown to purchase the Aroha Block were resumed.

text: Ngati Rahiri versus Ngati Tamatera Conflict between Ngati Tamatera, of Ohinemuri, and Ngati Rahiri, of Te Aroha, was provoked by the latter believing that members of other hapu had received money for the Aroha Block to which they were not entitled. In addition, the two hapu disagreed over the block’s northern boundary. In early 1877 Ngati Rahiri threatened violence and even fired over the heads of several rangatira passing through their land, thereby challenging their right to intrude on it. In response, Ngati Tamatera, with the assistance of Ngati Koi, blocked the road to Te Aroha and also the Waihou River against Ngati Rahiri, although they permitted Pakeha to pass. Pakeha took a relaxed attitude to the conflict, not expecting any real battles occurring during a squabble they understood to have been caused by members of an inferior hapu having their names wrongly included in Crown grants.
After Ngati Tamatera erected two small and unimpressive pa to block both road and river, Ngati Rahiri retaliated by constructing a similarly unimpressive pa at Omahu, their settlement at Te Aroha. Apart from much posturing, the only actions taken were Ngati Tamatera sending back to Omahu an aged woman who had come down the river in a canoe and Ngati Rahiri stealing pigs and peaches and firing shots near a settlement. The Native Minister and various officials, notably James Mackay, intervened to resolve the conflict, which was ended with a reconciliation initiated by Ngati Tamatera and formalized by a large meeting of both hapu at Omahu.
Once this quarrel was settled, negotiations to enable the Crown to purchase the Aroha Block were resumed.

year: 2016

title: What does it take to make us listen? The experiences of those leading whole school reform to improve outcomes for indigenous minority students

authors: Buckley, Louise Jane

subjects: Education

abstract: This thesis examines how the Kia Eke Panuku: Building on Success school reform initiative shaped the experiences of groups of educators within mainstream New Zealand secondary schools. These experiences are analysed against a setting of colonisation and historic educational policies of assimilation and integration that have created a situation of education debt. The lack of power for Māori in education is evident. This study highlights the role of the Strategic Change Leadership Team in deconstructing power hierarchies within schools so that educational outcomes can be improved for Māori students. It presents the Strategic Change Leadership Team as the vehicle for conscientisation, resistance and transformative praxis within schools. It shows that in schools where power hierarchies were deconstructed, Māori students were able to enjoy educational success as Māori.

text: What does it take to make us listen? The experiences of those leading whole school reform to improve outcomes for indigenous minority students This thesis examines how the Kia Eke Panuku: Building on Success school reform initiative shaped the experiences of groups of educators within mainstream New Zealand secondary schools. These experiences are analysed against a setting of colonisation and historic educational policies of assimilation and integration that have created a situation of education debt. The lack of power for Māori in education is evident. This study highlights the role of the Strategic Change Leadership Team in deconstructing power hierarchies within schools so that educational outcomes can be improved for Māori students. It presents the Strategic Change Leadership Team as the vehicle for conscientisation, resistance and transformative praxis within schools. It shows that in schools where power hierarchies were deconstructed, Māori students were able to enjoy educational success as Māori.

year: 2020

title: The development of pre-service teachers’ competence to teach mental calculation strategies

authors: Vale, Pamela

subjects: pre-service teachers

abstract: Background: There is a concern in South Africa that pre-service teachers do not have the required knowledge to teach mathematics in primary school and to develop learners’ number sense. In this study, pre-service teachers taught the mental strategy of bridging through ten through a structured teaching sequence from the Mental Starters Assessment Project (MSAP) materials as a work-integrated learning opportunity.

Aim: We ask the question: How do the MSAP materials support pre-service teachers in competently teaching mental mathematics?

Setting: Thirty-eight Bachelor of Education (Foundation Phase) third-year preservice teachers from an Eastern Cape university participated in this study.

Methods: Participants taught the strategy during their Teaching Practice, quantitatively analysed the results of their classes and reflected on the experience in a questionnaire and focus group interviews.

Results: Results indicate that the teachers were relatively successful in their teaching of the strategy; however, all indicated that they taught the sequence for a more extended period than recommended. Qualitative responses provide evidence of the teachers’ development in their knowledge of learners and their characteristics, general pedagogical knowledge, pedagogical content knowledge and knowledge of educational contexts.

Conclusion: This study offers evidence of the professional learning of pre-service teachers that resulted from taking an integrated approach to facilitating a mathematics teaching methodology course through requiring a work-integrated learning component.

Contribution: We argue that such an approach is necessary for pre-service teachers to be adequately prepared for the challenges of teaching mathematics in the South African classroom.

text: The development of pre-service teachers’ competence to teach mental calculation strategies Background: There is a concern in South Africa that pre-service teachers do not have the required knowledge to teach mathematics in primary school and to develop learners’ number sense. In this study, pre-service teachers taught the mental strategy of bridging through ten through a structured teaching sequence from the Mental Starters Assessment Project (MSAP) materials as a work-integrated learning opportunity.

Aim: We ask the question: How do the MSAP materials support pre-service teachers in competently teaching mental mathematics?

Setting: Thirty-eight Bachelor of Education (Foundation Phase) third-year preservice teachers from an Eastern Cape university participated in this study.

Methods: Participants taught the strategy during their Teaching Practice, quantitatively analysed the results of their classes and reflected on the experience in a questionnaire and focus group interviews.

Results: Results indicate that the teachers were relatively successful in their teaching of the strategy; however, all indicated that they taught the sequence for a more extended period than recommended. Qualitative responses provide evidence of the teachers’ development in their knowledge of learners and their characteristics, general pedagogical knowledge, pedagogical content knowledge and knowledge of educational contexts.

Conclusion: This study offers evidence of the professional learning of pre-service teachers that resulted from taking an integrated approach to facilitating a mathematics teaching methodology course through requiring a work-integrated learning component.

Contribution: We argue that such an approach is necessary for pre-service teachers to be adequately prepared for the challenges of teaching mathematics in the South African classroom.

year: 2024