title: KAUMĀTUATANGA  Supporting School Leaders To Develop Cultural Values While Resisting The Dominance of Colonialism

authors: Nuri, Ngahuia

subjects: Kaumātua

abstract: In an education system that is asserting to the importance of Māori (indigenous people of Aotearoa) language, culture, identity and the history of Aotearoa  (New Zealand) into the curriculum, there is direction from the Ministry of Education (MOE) for schools to reach out to iwi. What this looks like and how this can be achieved is not an easy task. This thesis follows the journey of three kaumātua (respected, knowledgeable elders, both female and male) working alongside the Senior Leadership Team (SLT) of a decile 10 kura auraki (mainstream primary school) where ākonga Māori (Māori students) were in the minority. The research examines what role kaumātua might have in guiding other schools to help tamariki Māori (Māori children) enjoy and achieve education success as Māori. It highlights the coming together of leaders from two different worldviews with this vision as a common purpose. 

Kaumātua in te ao Māori (the Māori world) are respected elders. Kaumātua are leaders, respected for their wisdom, knowledge and models of behaviour among other attributes. The Māui narratives are one example of demonstrating the characteristics of kaumātua. It was through his respected elders that Maui achieved so much. It was his grandfather who rescued him and taught him all he knew. It was his grandmother Mahuika who gave him fire and it was his kuia (female elder) Murirangiwhenua from whom he received the magic jawbone. The wisdom of Māori kaumātua has been recognised for centuries by Māori and yet kaumātua are often an untapped resource in the mainstream sector of education. In this thesis the kaumātua and members of the SLT share their experiences of working together and the learning and unlearning that has taken place over a period of four years from 2016 through 2019. They share their vulnerability, humility and strength in the goals they have worked towards over this period of time.

text: KAUMĀTUATANGA  Supporting School Leaders To Develop Cultural Values While Resisting The Dominance of Colonialism In an education system that is asserting to the importance of Māori (indigenous people of Aotearoa) language, culture, identity and the history of Aotearoa  (New Zealand) into the curriculum, there is direction from the Ministry of Education (MOE) for schools to reach out to iwi. What this looks like and how this can be achieved is not an easy task. This thesis follows the journey of three kaumātua (respected, knowledgeable elders, both female and male) working alongside the Senior Leadership Team (SLT) of a decile 10 kura auraki (mainstream primary school) where ākonga Māori (Māori students) were in the minority. The research examines what role kaumātua might have in guiding other schools to help tamariki Māori (Māori children) enjoy and achieve education success as Māori. It highlights the coming together of leaders from two different worldviews with this vision as a common purpose. 

Kaumātua in te ao Māori (the Māori world) are respected elders. Kaumātua are leaders, respected for their wisdom, knowledge and models of behaviour among other attributes. The Māui narratives are one example of demonstrating the characteristics of kaumātua. It was through his respected elders that Maui achieved so much. It was his grandfather who rescued him and taught him all he knew. It was his grandmother Mahuika who gave him fire and it was his kuia (female elder) Murirangiwhenua from whom he received the magic jawbone. The wisdom of Māori kaumātua has been recognised for centuries by Māori and yet kaumātua are often an untapped resource in the mainstream sector of education. In this thesis the kaumātua and members of the SLT share their experiences of working together and the learning and unlearning that has taken place over a period of four years from 2016 through 2019. They share their vulnerability, humility and strength in the goals they have worked towards over this period of time.

year: 2024

title: Anti-racism Allyship Amongst Psychologists and Students in Psychology Training in Aotearoa New Zealand

authors: Tan, Kyle K. H.

abstract: Racism is a well-established social determinant of health, impacting Māori, Pacific, and Asian communities in Aotearoa New Zealand. However, few scholarly studies have focused on racial justice allyship in Aotearoa, particularly within the psychology discipline. This study examines demographic and attitudinal factors associated with anti-racism allyship among psychologists and students in psychology training amidst escalating racist rhetoric and opposition to Māori self-determination in Aotearoa. Drawing data from an online anonymous survey (n = 280), we assessed participants’ responses on three scales: 1) Attitudes towards aspects of Māori (taha Māori); 2) Attitudes towards acknowledging the existence of racism and settler colonialism 3) Anti-racist allyship. Certain demographic groups (Pākehā, Asian, older-aged, male, or those who entered training decades ago) scored lower on these scales, indicating the need for targeted training. Regression analyses showed both ‘Attitudes towards taha Māori’ and ‘Attitudes towards racism and colonisation’ scales were significantly correlated with anti-racist allyship. Our findings call for a sustained investment in training anti-racist psychologists who are competent in providing culturally safe care and capable of challenging racial injustices. Future research is required on the development of a racial justice allyship model across all institutions that train, employ and regulate psychologists in Aotearoa that is informed by Te Tiriti o Waitangi.

text: Anti-racism Allyship Amongst Psychologists and Students in Psychology Training in Aotearoa New Zealand Racism is a well-established social determinant of health, impacting Māori, Pacific, and Asian communities in Aotearoa New Zealand. However, few scholarly studies have focused on racial justice allyship in Aotearoa, particularly within the psychology discipline. This study examines demographic and attitudinal factors associated with anti-racism allyship among psychologists and students in psychology training amidst escalating racist rhetoric and opposition to Māori self-determination in Aotearoa. Drawing data from an online anonymous survey (n = 280), we assessed participants’ responses on three scales: 1) Attitudes towards aspects of Māori (taha Māori); 2) Attitudes towards acknowledging the existence of racism and settler colonialism 3) Anti-racist allyship. Certain demographic groups (Pākehā, Asian, older-aged, male, or those who entered training decades ago) scored lower on these scales, indicating the need for targeted training. Regression analyses showed both ‘Attitudes towards taha Māori’ and ‘Attitudes towards racism and colonisation’ scales were significantly correlated with anti-racist allyship. Our findings call for a sustained investment in training anti-racist psychologists who are competent in providing culturally safe care and capable of challenging racial injustices. Future research is required on the development of a racial justice allyship model across all institutions that train, employ and regulate psychologists in Aotearoa that is informed by Te Tiriti o Waitangi.

year: 2025

title: Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry

authors: Yap, Jia Rong

abstract: Digital technologies have fast become integral withinliteracy learning and teaching across contexts as stu-dents engage with a variety of digital and multimodaltexts. While teachers in New Zealand schools have ahigh degree of autonomy in the design and planningof literacy programs, little is currently known abouthow they understand and enact multiliteracies peda-gogy (MLP). Using data gathered via interviews andclassroom observations in an intermediate school inNew Zealand, this article adopts a narrative inquiryapproach to explore one teacher’s approaches to usingdigital technologies and texts within literacy instruc-tion. We explore in particular the ways in which MLPmay be enactedimplicitlyrather than explicitly, withinthe complex matrix of teachers’personal beliefs andlearning experiences, the perceived learning needs ofstudents, and the school curriculum. We conclude witha call for the conscious and purposeful teaching ofMLP, focusing on synaesthesia and the semiotic func-tions of texts.

text: Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry Digital technologies have fast become integral withinliteracy learning and teaching across contexts as stu-dents engage with a variety of digital and multimodaltexts. While teachers in New Zealand schools have ahigh degree of autonomy in the design and planningof literacy programs, little is currently known abouthow they understand and enact multiliteracies peda-gogy (MLP). Using data gathered via interviews andclassroom observations in an intermediate school inNew Zealand, this article adopts a narrative inquiryapproach to explore one teacher’s approaches to usingdigital technologies and texts within literacy instruc-tion. We explore in particular the ways in which MLPmay be enactedimplicitlyrather than explicitly, withinthe complex matrix of teachers’personal beliefs andlearning experiences, the perceived learning needs ofstudents, and the school curriculum. We conclude witha call for the conscious and purposeful teaching ofMLP, focusing on synaesthesia and the semiotic func-tions of texts.

year: 2023-05-12