title: Te Tiriti o Waitangi

authors: Maxwell, Te Kahautu

abstract: Whakawātea. Lyrics composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura
Mōteatea: Tērā te haeata
Waiata ā Ringa: Tiaho Mai
Poi: E ia, e ia
Haka: Ranginui
Whakawātea: Te Tiriti o Waitangi

text: Te Tiriti o Waitangi Whakawātea. Lyrics composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura
Mōteatea: Tērā te haeata
Waiata ā Ringa: Tiaho Mai
Poi: E ia, e ia
Haka: Ranginui
Whakawātea: Te Tiriti o Waitangi

year: 2024-02-23

title: Ka Māpuna: Towards a rangatiratanga framework for the governance of waterways

authors: Martin, Betsan

abstract: Rangatiratanga is thenavigational courseforthis research, the aspiration that guides a frameworkfor thegovernance which, in respect ofwaterways and Te Taiao secures mauri, ecosystem health, and water for domestic and commercial use. Rangatiratanga encompasses mana whakahaeredecision-making throughout all relevantgovernance systems. In respect of resource governance, this needs to be achieved through mana whenua authorities and co-governance institutions and procedures.

text: Ka Māpuna: Towards a rangatiratanga framework for the governance of waterways Rangatiratanga is thenavigational courseforthis research, the aspiration that guides a frameworkfor thegovernance which, in respect ofwaterways and Te Taiao secures mauri, ecosystem health, and water for domestic and commercial use. Rangatiratanga encompasses mana whakahaeredecision-making throughout all relevantgovernance systems. In respect of resource governance, this needs to be achieved through mana whenua authorities and co-governance institutions and procedures.

year: 2021

title: Exploring the ‘how’ and ‘why’ of value orientations in Physical Education teacher education

authors: Gillespie, Lorna B.

subjects: Physical Education teacher education

abstract: This paper focuses on the significance of curriculum value orientations for curriculum implementation and, therefore, for teacher education. The paper draws on data arising from research undertaken with six Health and Physical Education teachers in Aotearoa New Zealand to explore issues pertinent to Physical Education teacher education (PETE). Selected findings from the study are presented and critically engaged with from a teacher education viewpoint to specifically address (i) considerations relating to students’ value orientations that teacher educators need to be cognisant of, and (ii) issues arising for teacher educators seeking to engage with value orientations in undergraduate and/or post-graduate PETE programmes. The paper foregrounds the highly personal nature of value orientations in considering their significance in teacher education programmes and is written from the position of the author as a teacher educator committed to raising student teachers’ awareness of value orientations and their influence on curriculum and pedagogy. Attention is drawn to the significance of course content, practicum, critically reflective practice, and programme structures in relation to efforts to embed value orientations into teacher education programmes.

text: Exploring the ‘how’ and ‘why’ of value orientations in Physical Education teacher education This paper focuses on the significance of curriculum value orientations for curriculum implementation and, therefore, for teacher education. The paper draws on data arising from research undertaken with six Health and Physical Education teachers in Aotearoa New Zealand to explore issues pertinent to Physical Education teacher education (PETE). Selected findings from the study are presented and critically engaged with from a teacher education viewpoint to specifically address (i) considerations relating to students’ value orientations that teacher educators need to be cognisant of, and (ii) issues arising for teacher educators seeking to engage with value orientations in undergraduate and/or post-graduate PETE programmes. The paper foregrounds the highly personal nature of value orientations in considering their significance in teacher education programmes and is written from the position of the author as a teacher educator committed to raising student teachers’ awareness of value orientations and their influence on curriculum and pedagogy. Attention is drawn to the significance of course content, practicum, critically reflective practice, and programme structures in relation to efforts to embed value orientations into teacher education programmes.

year: 2011