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Te Akatea 2013 Toitu te Moana , Toitu te Whenua , Toitu te Tangata PowerPoint Presentation
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Te Akatea 2013 Toitu te Moana , Toitu te Whenua , Toitu te Tangata

Te Akatea 2013 Toitu te Moana , Toitu te Whenua , Toitu te Tangata

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Te Akatea 2013 Toitu te Moana , Toitu te Whenua , Toitu te Tangata

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  1. Te Akatea 2013 ToituteMoana, ToituteWhenua, ToituteTangata MAURI OHO Mason Durie Massey University

  2. Te Po Rangi and PapaLocked into an embrace that excluded light and life

  3. Ki teAoMārama • Rangi and Papa • Forced apart by • the offspring • Forests & birds • The elements • The seas and • waters, fish • Crops • Ferns • Humankind Separation enabled Light and Life

  4. Environmental relationships were cemented by a common heritage and a sense of reciprocity Whanaungatanga

  5. Rangi & PapaTwo Principles for Considering Environmental Impacts • The Whanaungatanga principle ‘While each species is unique, there is nonetheless a relationship between all species within the natural world. They are linked by time, inter-dependency and common needs.’ • The Mauri principle: ‘The mauri of all species will flourish when the environment is favourable.’

  6. Tamariki & Rangatahi live in multiple environments • Global environments • The natural environment • Urban environments • Metropolitan environments • Marae environments • Home environments • Whānau environments • Peer environments • Digital environments • Cultural environments • Sporting environments • School environments • Classroom environments …

  7. Learning EnvironmentsThe Whanaungatanga & Mauri Principles A flourishing mauriwill accelerate the learning process • Vitality • Energy • Balance • Eagerness • Optimism • Curiosity • ‘Linked in’ Relationships that facilitate learning: • Inspirational teachers & inspired students • Whānau & school • Students & peers • Digital connections & face-to-face learning • Schools & other institutions in the community

  8. The Challenge Creating classroom and school environments where: the learning process can be enhanced through positive relationships and the mauri of all students can flourish

  9. From Languishing to Flourishing MauriNoho Languishing Mauri Oho Flourishing

  10. Mauri Oho Flourishing • Spiritually robust • Culturally engaged • Grounded • Emotional balance • Positive thinking • Eagerness to learn • Energetic • Participant in activities, events • Sustainable & rewarding relationships

  11. MauriNohoLanguishing Mauri Oho Flourishing • Cultural & spiritual alienation • Disconnect with land • Negative emotions • Knowledge gaps • Avoid new knowledge • Fatigue, • listlessness • Negative relationships • isolation • Spiritually robust • Culturally engaged • Grounded • Emotional balance • Positive thinking • Eagerness to learn • Energetic • Participant in activities, events • Sustainable & rewarding relationships Wairua Hinengaro Tinana Whanau

  12. Nine Pre-conditions for Favourable Learning Environments Maori educational success will be accelerated by environments that foster strong and positive relationships and enable the mauri of students and staff to flourish Secondary Futures HuiTaumataMatauranga Whānau Ora

  13. 1 Enabling Policies • Policies that address poverty • An educational policy that leads to necessary competencies for ‘living in the future’ • A workforce that is valued • An integrated approach to policy (inter-sectoral coherence) • Generous resourcing • A framework for valuing indigeneity

  14. 2 Attitudinal Shiftsparents, whānau, teachers, learners Access to education Māori ‘at risk’ Reasons for failure Low expectations Learning as a chore Exploring the past excellence in education Māori attainment Pathways to success High hopes Learning as discovery Reaching for tomorrow

  15. 3 Placing Māori Students at the Centre of Learning • Students will be skilled to understand, negotiate, and shape an inconstant world • be prepared for living, working, and prospering in a high tech society • be passionate about learning, excited by discovery, & undaunted by change • be Maori • ready access to teao Maori & te reo Maori • use of Maori imagery and idiom • Maori reference points to guide learning Secondary Futures

  16. Shifting Students towards the Centre From Towards Classroom conformity Individual plans Institutional loyalty Loyalty to students Knowledge transfer Information management Coherent community-based learning Fragmented silo-based learning Secondary Futures

  17. 4 Inspirational Teachers • Teachers who can : • add value to learning journeys so thatstudents will • be able to work and ‘live well’ in a competitive • society • establish positive relationships, with • students • whānau • colleagues • be passionate about learning as well as teaching • identify potential in all learners • continue to model the learning process Secondary Futures

  18. 5 Whānau Capabilitycontributions to learning • Laying foundations for a culture of learning • Inter-generational transfer of knowledge, values, culture • Entry into teao Maori • Entry into the knowledge society • Building positive relationships • Adding value to life-long learning WhanauOra

  19. WhānauOra and EducationWhānau Navigators • Building strategic relationships with schools, State agencies, & community • Brokering educational opportunities for whānau members • Mediating between schools and whānau • Facilitating a collaborative approach between schools, health and social service providers, sports, marae, employers WhanauOra

  20. 6 Learning for the Future Evaluating Information Tri-lingual Technologically savvy Literate & numerate Confident in teao Māori Lifelong learning Global confidence Competitive skills Indigenous knowledge Secondary Futures

  21. 7 Transformative Leadership Educational leaders who have influence • within schools • between schools • within communities • across sectors • within Iwi • in industries • in the formulation of policies HuiTaumataMatauranga

  22. Leadership at the Interface Institutional Leaders Exploratory Leaders

  23. 8 Multiple PathwaysOne size does not fit all • Local school • Maori-medium schooling e.g. Kura Kaupapa, WhareKura, Bilingual classes • Schools of Special Character e.g. Tu Toa • Integrated Schools e.g. Hato Paora • Private schools • Distance education, e-learning The challenge will be to match the learning environment with learner needs & aspirations HuiTaumataMatauranga

  24. 9 Iwi & Community Investments in Education • Adding value to educational programmes • Establishing schools of special character & Charter schools • Monitoring students progress • Providing scholarships • Alignment of Iwi workforce priorities & educational opportunities • Contributing to regional educational strategies

  25. Future PlanningScenarios for Māori Education 2025 • WhetuMarama – multiple centres of learning • Te Piringa – inclusive and comprehensive schools • Te AraMatau– schools as intensive knowledge transfer centres • Te PaeTawhiti – the CMEF

  26. WhetuMārama- 2025Multiple centres of excellence • By 2025 ‘schools’ as we knew them have largely disappeared • Māori and other groups have established centres of excellence in te reo, kapahaka, science, sport, maths, creative arts, literacy, technology commerce • They are Maraebased, near Runanga, in shopping malls, linked to industries, downtown, in learning centres • Educational advisors work with whānau to ‘broker’ programmes based on individual choices • Students are able to access specific programmes across a range of learning centres

  27. Te Piringa- 2025 Inclusive and comprehensive schools • Maintenance and revitalisation of Te Reo will depend on schools (rather than whānau) • Māori health and social service providers have fallen victim to new economies and new policies • Whānau circumstances have deteriorated • Schools are one-stop shops with responsibility for: • curriculum delivery • te reo • culture, • sport • nutrition • counselling • health services • community information

  28. Te AraMatau- 2025Schools as centres for intensive knowledge transfer • Te Reo me onatikangahave become the province of whānau & hapū • Schools considered ‘unsafe environments’ for Māori language and culture • Schools concentrate on teaching subjects that have international currency – maths, science, commerce, environmental studies • Other interests e.g. sport are re-located within the community

  29. Te PaeTāwhiti – 2025The CMEF • 2015 Te Akatea launches Mauri Oho – a nation-wide programme for shaping school environments • 2016 Te Akatea is recognised as a centre of excellence for Māori educational leadership • 2018 Te Akatea is contracted to provide policy advice to Government for a more integrated approach to Māori education • 2020 Te Akatea launches Te PaeTawhiti, the Centre for Māori Educational Futures (CMEF) • 2025 Te Akatea receives the World Summit Award for indigenous educational transformation.

  30. Futures Planning Planning for the future will be more productive than waiting for the future

  31. Te Akatea Leadership RolePreparing leaders for Māori futuresLead Future takers • Accept the future for what it brings • ‘Powerless to change what will be’ • Ready to respond to change

  32. Te Akatea Leadership RolePreparing leaders for Māori futures Future takers • Accept the future for what it brings • ‘Powerless to change what will be’ • Ready to respond to change • Future makers • Shape the future by • reading the signs • Determined to • create future spaces • Ready to lead • change

  33. Leadership capability: ‘Can do’ leaders • Can think ahead & lead change • Can handle information & separate it from ‘noise’ • Can tolerate uncertainty • Can weigh the evidence from indigenous and scientific perspectives • Can link with communities • Can be part of a global network of leaders • Can look forward as well as backwards

  34. The overall challenge for Principals is to create learning environments that will prepare students ‘to live as Māori and as citizens of the world.’

  35. Te Akatea 2013 ToituteMoana, ToituteWhenua, ToituteTangata Kia maia Tenatoutoukatoa

  36. Learning Environments for MāoriNine Preconditions Maori educational success can be transformed by: • Enabling policies • Attitudinal shifts • Student-centred approaches to learning • Inspirational teachers • Whānausustainability • Transformative leadership • Relevance to the future • Multiple learning pathways • Iwi and community investments in education

  37. THE MAIN POINTS Learning will be more successful when classroom and school environments: • have consistent & trusting relationships • enable mauri to flourish • Te Akatea can extend Māori educational success through a network that: • builds leadership capability in education • shapes positive learning environments • prepares students for living in the future

  38. Te Akatea 2013 ToituteMoana, ToituteWhenua, ToituteTangata MAURI OHO Kotepaetata Whakamaua, kiatina Kotepaetawhiti Whaia, kiatata Manage today, & Shape tomorrow Mason Durie Massey University