title: Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development.

authors: Murray, Tracy Olive

subjects: Culturally responsive and relational angragogy

abstract: This thesis begins by contextualising the current reality for many Māori learners in Aotearoa New Zealand.  By reviewing the literature around the role of the provider in professional learning and development (PLD) in Aotearoa New Zealand, this thesis seeks to explain a new way of working that has not been well documented before.  Provided is the rationale for the methodology undertaken in the research to ensure the relationship with the participants remained at the heart of the process.  This thesis contends that applying culturally responsive and relational pedagogy across all levels of schooling is a unique way of being that requires deep critical self-reflection and conscious ongoing change in practice.  Learning what to stop doing and what to do differently is part of an ongoing cycle of inquiry that educational leaders at any level must engage in, to implement change in schools for Māori learners.

text: Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development. This thesis begins by contextualising the current reality for many Māori learners in Aotearoa New Zealand.  By reviewing the literature around the role of the provider in professional learning and development (PLD) in Aotearoa New Zealand, this thesis seeks to explain a new way of working that has not been well documented before.  Provided is the rationale for the methodology undertaken in the research to ensure the relationship with the participants remained at the heart of the process.  This thesis contends that applying culturally responsive and relational pedagogy across all levels of schooling is a unique way of being that requires deep critical self-reflection and conscious ongoing change in practice.  Learning what to stop doing and what to do differently is part of an ongoing cycle of inquiry that educational leaders at any level must engage in, to implement change in schools for Māori learners.

year: 2018

title: Te Karauna Hou: the senior Ngati Rahiri rangatira

authors: Hart, Philip

abstract: Te Karauna Hou, the principal Ngati Rahiri rangatira living at Te Aroha in 1880, had a distinguished whakapapa linking him to several hapu. Before settling permanently at Te Aroha in the 1870s he lived in several places, especially at Kaitawa, on the southern outskirts of Thames. One of the principal rangatira in Hauraki, he was loyal to the Crown during the Waikato War, and later assisted Pakeha settlement. To emphasize his mana and that of his hapu, he held big festivities at Kaitawa and at Omahu pa at Te Aroha. 
In 1871, when Ngati Haua won a (temporary) victory in the land court over the ownership of the Aroha Block, Karauna took control of it on behalf of the Marutuahu confederation, and subsequently kept Ngati Haua at bay. For a time he opposed road-making on this block, but later agreed to it, for financial reasons. Like all rangatira, he sought to maximize his ownership of as many blocks of land as possible, sometimes having his lies exposed through his contradicting his earlier evidence. He also denied receiving money for land when his denials were easily disproved. Despite leasing and selling land, selling timber and gum, and opening his land to miners, he often struggled financially.  
Karauna claimed to have found gold in Hauraki in 1852, and was willing to open his land at Thames to miners, but did not invest in any claims before the Te Aroha rush, when he attempted to extract a bonus of £1,000 from the government for opening the field. After his death in 1885, Pakeha remembered with gratitude his friendly attitude to them, but they also remembered his drunkenness, which meant he lost the respect of both Maori and Pakeha in his latter years.

text: Te Karauna Hou: the senior Ngati Rahiri rangatira Te Karauna Hou, the principal Ngati Rahiri rangatira living at Te Aroha in 1880, had a distinguished whakapapa linking him to several hapu. Before settling permanently at Te Aroha in the 1870s he lived in several places, especially at Kaitawa, on the southern outskirts of Thames. One of the principal rangatira in Hauraki, he was loyal to the Crown during the Waikato War, and later assisted Pakeha settlement. To emphasize his mana and that of his hapu, he held big festivities at Kaitawa and at Omahu pa at Te Aroha. 
In 1871, when Ngati Haua won a (temporary) victory in the land court over the ownership of the Aroha Block, Karauna took control of it on behalf of the Marutuahu confederation, and subsequently kept Ngati Haua at bay. For a time he opposed road-making on this block, but later agreed to it, for financial reasons. Like all rangatira, he sought to maximize his ownership of as many blocks of land as possible, sometimes having his lies exposed through his contradicting his earlier evidence. He also denied receiving money for land when his denials were easily disproved. Despite leasing and selling land, selling timber and gum, and opening his land to miners, he often struggled financially.  
Karauna claimed to have found gold in Hauraki in 1852, and was willing to open his land at Thames to miners, but did not invest in any claims before the Te Aroha rush, when he attempted to extract a bonus of £1,000 from the government for opening the field. After his death in 1885, Pakeha remembered with gratitude his friendly attitude to them, but they also remembered his drunkenness, which meant he lost the respect of both Maori and Pakeha in his latter years.

year: 2016

title: Leadership in ECE: A conversation with Professor Margaret Car

authors: Clarkin-Phillips, Jeanette

abstract: I have had the privilege of working with Margaret Carr in a variety of capacities over the past 15 years. I first encountered Margaret when I was a kindergarten teacher and studying for my Masters degree. Margaret was my lecturer for a paper entitled Early Years Curriculum and Assessment. Soon after completing this paper, I was employed at the Faculty of Education at the University of Waikato and was able to “learn the ropes” by joining Margaret in her Level 3 Developing Early Childhood Programmes paper. Subsequently Margaret has been the Chief Supervisor for both my Masters and PhD theses. I have also been fortunate enough to co-lead two TLRI projects with Margaret and been a researcher on a Marsden funded project led by Margaret.

text: Leadership in ECE: A conversation with Professor Margaret Car I have had the privilege of working with Margaret Carr in a variety of capacities over the past 15 years. I first encountered Margaret when I was a kindergarten teacher and studying for my Masters degree. Margaret was my lecturer for a paper entitled Early Years Curriculum and Assessment. Soon after completing this paper, I was employed at the Faculty of Education at the University of Waikato and was able to “learn the ropes” by joining Margaret in her Level 3 Developing Early Childhood Programmes paper. Subsequently Margaret has been the Chief Supervisor for both my Masters and PhD theses. I have also been fortunate enough to co-lead two TLRI projects with Margaret and been a researcher on a Marsden funded project led by Margaret.

year: 2019