title: Equity, inclusivity and shared humanity:  Addressing intergenerational failure of schooling for Māori

authors: Egan, Margaret

subjects: Equity of Māori learners

abstract: Despite decades of education reform aimed at Māori students succeeding in schooling, the New Zealand education system’s failure to engage effectively with Māori is persistent with Māori underachievement remaining chronic and seemingly intractable.
This thesis examines the interface between leadership and professional learning in a single sex secondary school during their engagement with Te Kotahitanga (Unity of Purpose). The school’s leaders were focused on closing the achievement gap between Māori and non-Māori students and asserted that if students remained engaged at school into the senior year levels, they were more likely to “achieve success”. Te Kotahitanga’s initial focus on teaching and learning in the junior years 9 and 10 presented a potential solution. As this school began to engage with Te Kotahitanga, Ka Hikitia (to step up), a strategy aimed at Māori students achieving educational success as Māori, was launched. Thus, a mandate for school reform focused on Māori potential supported the professional learning provided by Te Kotahitanga.
The findings, presented as quantitative and qualitative evidence, show that school leaders focused on their teachers implementing a more culturally responsive and relational pedagogy at Years 9 and 10 in order to close the achievement gap between Māori and their non-Māori peers. They believed that this would prepare Māori students for the more formal and traditional learning experience required in the senior school, aimed at getting through important national qualifications. While teachers and leaders who were fully engaged in Te Kotahitanga transformed the classroom experiences for their junior and senior learners, not all teachers and leaders engaged, therefore not all learners experienced the change in pedagogy throughout their time at this school. The findings also uncover layers of bias within the school and its community which prevented Māori families from contributing to their children’s education on their own terms. The two key foci, closing the achievement gap between Māori and non-Māori and retaining Māori students into the senior school obfuscated a focus on shared humanity, equity, belonging and better engagement for all.
While this research took place in New Zealand with Māori students these findings can contribute to those involved with school reform especially those in other colonised countries where indigenous students and their families face similar issues.

text: Equity, inclusivity and shared humanity:  Addressing intergenerational failure of schooling for Māori Despite decades of education reform aimed at Māori students succeeding in schooling, the New Zealand education system’s failure to engage effectively with Māori is persistent with Māori underachievement remaining chronic and seemingly intractable.
This thesis examines the interface between leadership and professional learning in a single sex secondary school during their engagement with Te Kotahitanga (Unity of Purpose). The school’s leaders were focused on closing the achievement gap between Māori and non-Māori students and asserted that if students remained engaged at school into the senior year levels, they were more likely to “achieve success”. Te Kotahitanga’s initial focus on teaching and learning in the junior years 9 and 10 presented a potential solution. As this school began to engage with Te Kotahitanga, Ka Hikitia (to step up), a strategy aimed at Māori students achieving educational success as Māori, was launched. Thus, a mandate for school reform focused on Māori potential supported the professional learning provided by Te Kotahitanga.
The findings, presented as quantitative and qualitative evidence, show that school leaders focused on their teachers implementing a more culturally responsive and relational pedagogy at Years 9 and 10 in order to close the achievement gap between Māori and their non-Māori peers. They believed that this would prepare Māori students for the more formal and traditional learning experience required in the senior school, aimed at getting through important national qualifications. While teachers and leaders who were fully engaged in Te Kotahitanga transformed the classroom experiences for their junior and senior learners, not all teachers and leaders engaged, therefore not all learners experienced the change in pedagogy throughout their time at this school. The findings also uncover layers of bias within the school and its community which prevented Māori families from contributing to their children’s education on their own terms. The two key foci, closing the achievement gap between Māori and non-Māori and retaining Māori students into the senior school obfuscated a focus on shared humanity, equity, belonging and better engagement for all.
While this research took place in New Zealand with Māori students these findings can contribute to those involved with school reform especially those in other colonised countries where indigenous students and their families face similar issues.

year: 2022

title: Tūrangawaewae mō te Kīngitanga

authors: Takerei, Mamae Rangiaroha Tuānewa

subjects: Tūrangawaewae

abstract: Tūrangawaewae is an iconic marae located at the heart of the Kīngitanga. Established by Te Pūea Hērangi and other whānau, this marae has come to represent the struggles, successes and history of the Kīngitanga movement. Tūrangawaewae is therefore the embodiment of the Kīngitanga and the people of Waikato.
From very humble beginnings, and forged on the tireless efforts of Te Pūea and her followers, this marae has hosted world leaders, monarchs and aristocracy from across the world. All have come to Tūrangawaewae to forge relationships with the Kīngitanga, with Māori and with the New Zealand government. It has become a hallowed place when histories are shared and futures are created.
This thesis looks at how Tūrangawaewae encapsulates the Kīngitanga and all that it means. It explores this history of its establishment and highlight the central figures and the motivations behind the building of this marae and complex. In addition, this thesis will show how the different building and features of the marae showcase the ideology of the Kīngitanga movement and its leaders. Based on a traditional approach to Waikato knowledge, and founded on firsthand experience, this thesis reveals an insides perspective of the kīngitanga, the people, various events and the marae of Tūrangawaewae.

text: Tūrangawaewae mō te Kīngitanga Tūrangawaewae is an iconic marae located at the heart of the Kīngitanga. Established by Te Pūea Hērangi and other whānau, this marae has come to represent the struggles, successes and history of the Kīngitanga movement. Tūrangawaewae is therefore the embodiment of the Kīngitanga and the people of Waikato.
From very humble beginnings, and forged on the tireless efforts of Te Pūea and her followers, this marae has hosted world leaders, monarchs and aristocracy from across the world. All have come to Tūrangawaewae to forge relationships with the Kīngitanga, with Māori and with the New Zealand government. It has become a hallowed place when histories are shared and futures are created.
This thesis looks at how Tūrangawaewae encapsulates the Kīngitanga and all that it means. It explores this history of its establishment and highlight the central figures and the motivations behind the building of this marae and complex. In addition, this thesis will show how the different building and features of the marae showcase the ideology of the Kīngitanga movement and its leaders. Based on a traditional approach to Waikato knowledge, and founded on firsthand experience, this thesis reveals an insides perspective of the kīngitanga, the people, various events and the marae of Tūrangawaewae.

year: 2019

title: Colonialism and Christianity in Mandate Palestine [Book Review]

authors: Drury, Abdullah

abstract: This article reviews the book “Colonialism and Christianity in Mandate Palestine”, by Laura Robson.

text: Colonialism and Christianity in Mandate Palestine [Book Review] This article reviews the book “Colonialism and Christianity in Mandate Palestine”, by Laura Robson.

year: 2013