title: What are the perceptions of Māori bilingual-educated families towards growing up and learning the Māori language?

authors: Hill, Richard Kenneth

abstract: The Māori language occupies an important place as New Zealand’s indigenous language. This is despite over a century  of attempts  to wipe it out. The revitalisation movement from the 1980s has made a significant contribution to raise its profile and ensure younger generations of primarily Māori students can grow up learning the Māori language through school. However, significant issues still exist, as low numbers of families take advantage of bilingual education options, and remain there to develop high levels of proficiency.


Attitudes of both Māori and non-Māori (Pākehā) populations towards the Māori language have been steadily improving in recent decades. There are increasing calls to make it a compulsory subject in all New Zealand schools. Whilst these are positive signs, the long term health of the Māori language is still precarious. Using the findings of recent studies into Māori bilingual school transitions, including Hill, Rameka and Skerrett (2017) and Hill (2014, 2016, 2017), this presentation seeks to unpack the perceptions of Māori students and their families from a range of programmes towards their languages (Māori and English) and their lives. The findings will illustrate that families within the Māori bilingual education context are enthusiastic about  Māori language learning and being educated bilingually. They are also resolute that bilingual education will help to prepare their children  for their world. However,  families often differ in the extent to which they commit to high immersion programmes, thus affecting the potential success of the Māori language revitalisation aim.

text: What are the perceptions of Māori bilingual-educated families towards growing up and learning the Māori language? The Māori language occupies an important place as New Zealand’s indigenous language. This is despite over a century  of attempts  to wipe it out. The revitalisation movement from the 1980s has made a significant contribution to raise its profile and ensure younger generations of primarily Māori students can grow up learning the Māori language through school. However, significant issues still exist, as low numbers of families take advantage of bilingual education options, and remain there to develop high levels of proficiency.


Attitudes of both Māori and non-Māori (Pākehā) populations towards the Māori language have been steadily improving in recent decades. There are increasing calls to make it a compulsory subject in all New Zealand schools. Whilst these are positive signs, the long term health of the Māori language is still precarious. Using the findings of recent studies into Māori bilingual school transitions, including Hill, Rameka and Skerrett (2017) and Hill (2014, 2016, 2017), this presentation seeks to unpack the perceptions of Māori students and their families from a range of programmes towards their languages (Māori and English) and their lives. The findings will illustrate that families within the Māori bilingual education context are enthusiastic about  Māori language learning and being educated bilingually. They are also resolute that bilingual education will help to prepare their children  for their world. However,  families often differ in the extent to which they commit to high immersion programmes, thus affecting the potential success of the Māori language revitalisation aim.

year: 2018

title: ‘Doctoring’ our own: Confessions of a Māori doctoral supervisor

authors: Hohepa, Margie Kahukura

subjects: Māori doctoral student

abstract: There is very little literature, empirically based or otherwise, on the supervision of Māori doctoral students (Fitzgerald, 2005; Pope, 2008; Kidman, 2007; Smith, 2007). There is even less relating to Māori supervisors working with Māori doctoral students (Kidinan, 2007), let alone Māori supervisors working with non- Māori students. While the relatively large corpus of literature on doctoral supervision may be of some assistance to Māori supervisors, there is also a dearth of studies that focus on the pedagogical aspects. Research undertaken by Elizabeth McKinley and her co-researchers (McKinley, Grant, Middleton, Irwin & Williams, 2009) will now help to fill the literature gap on the teaching and learning process of supervision as it pertains to Māori.

text: ‘Doctoring’ our own: Confessions of a Māori doctoral supervisor There is very little literature, empirically based or otherwise, on the supervision of Māori doctoral students (Fitzgerald, 2005; Pope, 2008; Kidman, 2007; Smith, 2007). There is even less relating to Māori supervisors working with Māori doctoral students (Kidinan, 2007), let alone Māori supervisors working with non- Māori students. While the relatively large corpus of literature on doctoral supervision may be of some assistance to Māori supervisors, there is also a dearth of studies that focus on the pedagogical aspects. Research undertaken by Elizabeth McKinley and her co-researchers (McKinley, Grant, Middleton, Irwin & Williams, 2009) will now help to fill the literature gap on the teaching and learning process of supervision as it pertains to Māori.

year: 2010

title: Submission from Myra Williamson to the Education and Workforce Select Committee - Enquiry into Student Accomodation

authors: Williamson, Myra Elsie Jane Bell

subjects: Student Accommodation Inquiry

abstract: This is a written submission from me to Parliament's Education and Workforce Select Committee in response to its call for submissions in relation to the Inquiry into Student Accommodation. The Education and Workforce Select Committee is, among other things, working on a permanent code of conduct to replace the interim Education (Pastoral Care of Domestic Tertiary Students) Code of Practice 2019. I made this submission electronically on 23 June. The closing date for submissions is 2 July. This is a link to Parliament's webpage with the Terms of Reference for the Inquiry into Student Accommodation. My submission addresses various pieces of legislation (including the Residential Tenancies Act 1986, the Education Act 1989, and the Education (Pastoral Care) Amendment Act 2019. It also addresses various provisions of the interim Education (Pastoral Care of Domestic Tertiary Students) Code of Practice 2019 which is available here: https://www.education.govt.nz/assets/Documents/Further-education/Interim-Code-of-Practice-as-tabled-in-the-House-of-Representatives.pdf. Finally, the Education Dept resources page regarding the interim Code is here: https://www.education.govt.nz/further-education/information-for-students/code-of-practice-pastoral-care-domestic-tertiary/.

text: Submission from Myra Williamson to the Education and Workforce Select Committee - Enquiry into Student Accomodation This is a written submission from me to Parliament's Education and Workforce Select Committee in response to its call for submissions in relation to the Inquiry into Student Accommodation. The Education and Workforce Select Committee is, among other things, working on a permanent code of conduct to replace the interim Education (Pastoral Care of Domestic Tertiary Students) Code of Practice 2019. I made this submission electronically on 23 June. The closing date for submissions is 2 July. This is a link to Parliament's webpage with the Terms of Reference for the Inquiry into Student Accommodation. My submission addresses various pieces of legislation (including the Residential Tenancies Act 1986, the Education Act 1989, and the Education (Pastoral Care) Amendment Act 2019. It also addresses various provisions of the interim Education (Pastoral Care of Domestic Tertiary Students) Code of Practice 2019 which is available here: https://www.education.govt.nz/assets/Documents/Further-education/Interim-Code-of-Practice-as-tabled-in-the-House-of-Representatives.pdf. Finally, the Education Dept resources page regarding the interim Code is here: https://www.education.govt.nz/further-education/information-for-students/code-of-practice-pastoral-care-domestic-tertiary/.

year: 2020