title: Conclusion: Relationships of interdependence—Making the difference together

authors: Berryman, Mere

abstract: This chapter begins by taking a brief look at New Zealand history. It then presents two different Māori whakataukī as metaphors, both to reconnect to the beginning of the book and also to make connections throughout the book as a whole. These metaphors are used to bring the chapters together and to consider how inclusion, a term that is often highly contested and poorly understood (Wearmouth, 2009), might begin to be better understood and applied when working with Māori children and young people with disabilities, or special education needs, or both, and with their families.

text: Conclusion: Relationships of interdependence—Making the difference together This chapter begins by taking a brief look at New Zealand history. It then presents two different Māori whakataukī as metaphors, both to reconnect to the beginning of the book and also to make connections throughout the book as a whole. These metaphors are used to bring the chapters together and to consider how inclusion, a term that is often highly contested and poorly understood (Wearmouth, 2009), might begin to be better understood and applied when working with Māori children and young people with disabilities, or special education needs, or both, and with their families.

year: 2015

title: Te tukuihotanga o te reo Māori: He aronga motuhake – ngā mokopuna a Te Kapunga

authors: Dewes, Te Kuru o te Marama

subjects: Reo Māori

abstract: Ko te tāhū o tēnei rangahau ko te reo Māori. Ko te ariā matua ko te tukuihotanga o te reo Māori, arā, ko te tuku iho o te reo ki rō whānau mai i ngā mātua ki ngā tamariki, ā, tae rawa iho ki ngā mokopuna. Kia whakawhāiti i te kaupapa, he aronga motuhake tēnei kei te titiro hāngai atu ki ngā whānau e whā ki ngā tāone e toru o Te Whanganui-a-Tara, Tāmakimakaurau me Te Rotorua-Nui-a-Kahumatamomoe. Nā te hurahura i ngā āhuatanga reo i roto i ngā kāenga o ngā whānau e whā i kitea mehemea kei te tutuki tēnei tūāhua te tukuihotanga o te reo Māori. Tuia, he aha ngā momo āhuatanga kei te taunaki i tēnei mahi, ā, he aha hoki ngā ārai e whakahōtaetae ana i a ia.  piti atu, i noho ki te ketuketu i ngā whakaaro o ngā mātua e pā ana ki tēnei kaupapa te tuku iho i te reo ki ngā tamariki mokopuna. Kāre i aro ki te kounga o te reo, he kaute noa i ngā whakamahinga reo Māori me whakamahinga reo Pākehā. Kia whakaritea ngā āhuatanga reo o ngā whānau me ngā tamariki, i tū ngā mahi whakarongo ki ngā wāhi e toru, arā, ki rō kāenga, ki rō kura, ka mutu, i tū ki wāhi kē atu hoki. Nā runga i te whakaaro kei te mōrearea tonu te reo Māori, kua herea tēnei kaupapa ki te ahurea me te tuakiri Māori, te mana motuhake me te tino rangatiratanga.

text: Te tukuihotanga o te reo Māori: He aronga motuhake – ngā mokopuna a Te Kapunga Ko te tāhū o tēnei rangahau ko te reo Māori. Ko te ariā matua ko te tukuihotanga o te reo Māori, arā, ko te tuku iho o te reo ki rō whānau mai i ngā mātua ki ngā tamariki, ā, tae rawa iho ki ngā mokopuna. Kia whakawhāiti i te kaupapa, he aronga motuhake tēnei kei te titiro hāngai atu ki ngā whānau e whā ki ngā tāone e toru o Te Whanganui-a-Tara, Tāmakimakaurau me Te Rotorua-Nui-a-Kahumatamomoe. Nā te hurahura i ngā āhuatanga reo i roto i ngā kāenga o ngā whānau e whā i kitea mehemea kei te tutuki tēnei tūāhua te tukuihotanga o te reo Māori. Tuia, he aha ngā momo āhuatanga kei te taunaki i tēnei mahi, ā, he aha hoki ngā ārai e whakahōtaetae ana i a ia.  piti atu, i noho ki te ketuketu i ngā whakaaro o ngā mātua e pā ana ki tēnei kaupapa te tuku iho i te reo ki ngā tamariki mokopuna. Kāre i aro ki te kounga o te reo, he kaute noa i ngā whakamahinga reo Māori me whakamahinga reo Pākehā. Kia whakaritea ngā āhuatanga reo o ngā whānau me ngā tamariki, i tū ngā mahi whakarongo ki ngā wāhi e toru, arā, ki rō kāenga, ki rō kura, ka mutu, i tū ki wāhi kē atu hoki. Nā runga i te whakaaro kei te mōrearea tonu te reo Māori, kua herea tēnei kaupapa ki te ahurea me te tuakiri Māori, te mana motuhake me te tino rangatiratanga.

year: 2017

title: Talatalanoa as ongoing complex conversations and negotiations of practice in higher education

authors: Fa'avae, David Taufui Mkiato

subjects: talatalanoa

abstract: Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.

text: Talatalanoa as ongoing complex conversations and negotiations of practice in higher education Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.

year: 2021