title: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom

authors: Corlett, Melissa Jane

abstract: This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

text: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

year: 2022

title: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners

authors: Diane, Johnson

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09

title: Introduction to the forum on meaning/ful work studies in organizational communication: Setting an agenda

authors: Zorn, Theodore E.

abstract: On the first day of Nikki’s undergraduate seminar, Organizing Work, she asks students to list the idioms and phrases commonly used to make sense of the “work” experience. She shares the example of her father repeatedly using the phrase “daily grind” when she was growing up (important to note, he was not referring to the ubiquitous Starbucks of today). Slowly but surely, the chalkboard fills with an array of idiomatic expressions: “on the clock,” “work like a dog,” “all work and no play makes Jack a dull boy,” “work your fingers to the bone,” “all in a day’s work,” and a host of others, including the Marxian favorite, “a fair day’s pay for a fair day’s work.” Students are asked to reflect on the meanings embedded within the list and how language constitutes cultural meanings and values of work.

text: Introduction to the forum on meaning/ful work studies in organizational communication: Setting an agenda On the first day of Nikki’s undergraduate seminar, Organizing Work, she asks students to list the idioms and phrases commonly used to make sense of the “work” experience. She shares the example of her father repeatedly using the phrase “daily grind” when she was growing up (important to note, he was not referring to the ubiquitous Starbucks of today). Slowly but surely, the chalkboard fills with an array of idiomatic expressions: “on the clock,” “work like a dog,” “all work and no play makes Jack a dull boy,” “work your fingers to the bone,” “all in a day’s work,” and a host of others, including the Marxian favorite, “a fair day’s pay for a fair day’s work.” Students are asked to reflect on the meanings embedded within the list and how language constitutes cultural meanings and values of work.

year: 2008