Teachers' Work

Memory and Hope: Living and Honouring Te Tiriti o Waitangi in Pedagogy and Practice

2024-12-18T12:23:51+13:00

Tēnā koutou e ngā iwi, e ngā reo, e ngā kārangatanga maha o te motu. Ka rere ngā tai o mihi ki a koutou i runga i te kaupapa nui o te wā, arā, ko te whakakotahi i te whakaaro me te whakahirahira i Te Tiriti o Waitangi hei tūāpapa mātāmua mō te mātauranga o Aotearoa.

The work of teachers in Aotearoa is deeply relational, situated within the ongoing story of Te Tiriti o Waitangi. This special issue, Memory and Hope: Living and Honouring Te Tiriti o Waitangi in Pedagogy and Practice, explores how teachers can embody the aspirations of Te Tiriti o Waitangi, navigating the challenges of colonisation’s legacy while fostering hope for equitable futures. This editorial reflects on the interwoven threads of memory and hope, examining how teachers might honour Te Tiriti o Waitangi in a politically complex and diverse society.

Creating a classroom tiriti with young learners: A pathway to understanding te Tiriti o Waitangi

2024-12-18T12:24:09+13:00

This is a reflection on Riverdale Primary School’s approach to teaching Te Tiriti o Waitangi using a student-centred, inquiry-based framework. Over a 10-week inquiry in the Pae Ake classroom (Year 2 & 3), students explored Te Tiriti o Waitangi not only as a historical document but as a living agreement with ongoing cultural and societal significance. As part of this learning, they created their own classroom tiriti, using the experience to engage with principles of democratic processes, leadership, and to immerse themselves in learning about tikanga Māori. The project incorporated practical activities, including developing negotiation skills, learning to compromise, working collectively, clearly communicating expectations, and participating in a ceremonial signing. This approach helped students build meaningful connections with the values and cultural foundations of Te Tiriti o Waitangi, while enhancing their understanding of the diverse relationships, worldviews, and perspectives involved in its creation. By integrating lessons with interactive classroom experiences, this reflection illustrates how student-centred inquiry can foster understanding of Te Tiriti o Waitangi’s ongoing relevance, supporting bicultural learning in an Aotearoa New Zealand primary school context. Riverdale Primary provides an example of how student-centred inquiry can create inclusive and culturally responsive educational practices, fostering connections between students, their community, and the principles of Te Tiriti o Waitangi.

Critical Consciousness, Te Tiriti o Waitangi and Public Health Education

2024-12-18T12:24:27+13:00

Aotearoa New Zealand is experiencing a significant shift in political discourse surrounding Te Tiriti o Waitangi. The current government, under the guise of ending ‘race-based’ policies and reducing bureaucracy, is proposing changes that threaten to erode the rights and protections of tāngata whenua [Indigenous people of the land]. While the coalition government asserts its commitment to improving outcomes for all New Zealanders, the changes represent a direct assault on Māori that will disproportionately and negatively impact Māori communities. In this political climate, the role of education becomes even more critical. As educators in public health, our commitment to uphold the provisions and principles of Te Tiriti o Waitangi and to foster understanding is unwavering and more pressing than ever. In this opinion piece, we argue that embedding Te Tiriti o Waitangi meaningfully throughout our curriculum is not just beneficial but essential.

He Whanaungatanga Tīmatanga: The Treaty of Waitangi, Artificial Intelligence and our Schools

2024-12-18T12:25:38+13:00

This opinion piece explores the intersection of artificial intelligence (AI), The Treaty of Waitangi, and New Zealand schools from the perspective of a Māori educator. The author reflects on personal experiences with AI and discusses the rewards and potential risks Māori face when dealing with artificial intelligence. The piece then looks at how the Treaty’s principles of partnership, participation, and protection can coexist with AI and offers suggestions on how AI can be integrated into Māoritanga in a respectful and collaborative way.

How do schools give effect to Te Tiriti o Waitangi in the current political climate?

2024-12-18T12:24:45+13:00

The Education and Training Act 2020 requires schools to give effect to Te Tiriti o Waitangi. However, the newly elected National coalition-led government has sent contradictory messages about Te Tiriti o Waitangi, which may be confusing educators. For example, recent actions by the government, such as repealing laws, are harming their relationship with iwi Māori and have undone decades of Māori progress. While the government may be sending educators contradictory messages, educators play a crucial role in teaching students about Te Tiriti o Waitangi which can promote a unified understanding. Suppose all educators and students have a sound knowledge of Te Tiriti, they can better comprehend the historical injustices that Māori have endured and the intergenerational effects that continue to impact Māori today. With contradictory messages from the government and different interpretations about Te Tiriti o Waitangi, what should educators be teaching students about Te Tiriti o Waitangi? This article aims to contribute to a collective understanding of Te Tiriti o Waitangi in education by discussing the articles of Te Tiriti o Waitangi and the Treaty of Waitangi. I also offer suggestions for how schools could give effect to Te Tiriti o Waitangi despite the confusing messages being received by the government.

Student and supervisor perspectives on engaging in collaborative thesis supervision as an online group

2024-12-18T12:25:03+13:00

In this text we relfect on an online group supervision within a Master of Education postgraduate programme. Foregrounding the importance of reflexivity (Ortlipp, 2008) four students and their supervisor retrospectively critiqued the online group supervision process they were involved in. Data was collected by each member of the group individually answering six open ended prompts. A reflexive analysis then occurred when the group met and engaged in further candid conversation. From the analysis, the findings showed that the online group supervision process was viewed as a successful practice for the supervisor to share relevant information across the group in a timely and efficient manner. It was also found that the group process provided opportunity for the growth of student expertise as they shared their thesis development amongst their peers in the group. In doing so, a research community began to develop. Whilst the strengths of the group approach to supervision were acknowledged, both the supervisor and students believed that the group supervision approach must also allow for the provision of individual meetings.

Navigating the Winds of Change: A Reflection on Local Curriculum Implementation on the Remote Chatham Islands, New Zealand

2024-12-18T12:25:20+13:00

This reflection offers valuable perspectives on implementing localised curricula in remote settings. It highlights the importance of teachers' ongoing professional support and the inclusion of local cultural elements to create a relevant and meaningful educational experience. These insights contribute to the broader discourse on education in remote communities such as the Chatham Islands, advocating for a balanced approach that respects local traditions while preparing students for a globalised world.

He Awa Whiria: Braiding Social and Emotional Learning with Bicultural and Intentional Teaching

2024-12-18T12:25:55+13:00

This article explores the intersection of three crucial constructs in early learning: social and emotional learning, bicultural practice, and intentional teaching. It considers the potential advantages of integrating these constructs to enhance children's learning experiences and shape future teaching practices. It emphasises the importance of the first five years of a child's life in their social and emotional development and recognises the significant influence of kaiako in this process. While prioritising social and emotional learning, there is a need to support teachers in articulating their evidence-based practices. Despite recognising the importance of social and emotional learning within Māori contexts, there is a gap in understanding how kaiako integrate bicultural practices into supporting social and emotional learning. Intentional teaching, a cornerstone in early learning, is strongly evident in the refreshed Te Whāriki 2017, along with an enhanced bicultural framing. Drawing from a larger research study, this article presents an overview of existing key research and suggests a potential way forward for kaiako to intentionally support social and emotional learning through drawing on the richness of the Māori language, culture and traditions, realising the bicultural aspirations of Te Whāriki (Ministry of Education, 2017).