Positive education for Māori: Te pikinga ake o te mātauranga

Sonja Macfarlane from Canterbury University spoke at the Positive Education in New Zealand conference 2019. Her focus was to:

~ interact with some Māori cultural iconography that underpins aspects of positive educational leadership

~ ponder the importance of listening to culture

~ share a Treaty-based approach to guide positive bicultural practice

Most learners are more likely to achieve when they see themselves and their culture reflected in the curriculum and all other learning contexts. (Ministry of Education, 2008)

Are competing cultural values Influencing our education practice?

Individualistic  I/me

❖        Independence

❖        Self-advancement

❖        Personal autonomy

❖        Success affirmed ‘beyond’

❖        I will always determine the learning and activities

❖        I am in charge; I am the expert

Collective

❖        We / us

❖        Inter-dependence

❖        Group advancement

❖        Collective autonomy

❖        Success affirmed ‘within’

❖        We can co-construct the learning and activities

❖        We all contribute; each of us has strengths

“Only by reducing inequality will we improve the quality of the social environment, and so the real quality of life for all of us”

Wilkinson, R., & Pickett, K. (2009). The Spirit Level: Why more equal societies almost always do better.

Policies

• Duty of care is based on the assumption that the school is acting in loco parentis (in place of the parent).
• NZTC Code of ethics: Places an ethical obligation on registered teachers to “promote the physical, emotional, social, intellectual and spiritual wellbeing of learners”.
• Treaty of Waitangi: Articles reflect the concept of turangawaewae, the right to belong, which is consistent with New Zealand’s philosophy of inclusive education within the school context.
• Education (Hostel) Regulations 2005: giving boarders:   

Respect and dignity

Positive guidance and control
Protection from Discrimination, degradation, ill-treatment, solitary confinement or deprivation

Protection while on leave from the hostel or on hostel excursions

Well-being...encompasses the physical, mental, social and spiritual dimensions of a student’s health

Pastoral care: promoting wellbeing

Engagement with health and education community leaders

Providing a safe and healthy environment

Curriculum teaching and learning

Access to health services

Policies and practices that intend to improve wellbeing

Improving the health of the school community

Obligations to the Treaty of Waitangi

The principles of the Treaty are relevant to the pastoral care provided to students.

Respect for the Treaty should be demonstrated through the schools’ policies and
approaches to the promotion of students wellbeing.

Authority: Mana

The strength to act with authority – to stand tall and with pride:

o   voice

o   humility

o   dignity

o   honesty

o   vitality

o   integrity

Having the courage of one’s convictions

Courage: Manawanui

The strength to face challenges for the greater good – often in the face of adversity:

          passion

          determination

          strength

          advocacy

          motivation

          resilience

A commitment to making a difference

Knowledge: Mātauranga

The strength to use new and existing information with discernment:

          being informed

          informing

          open-mindedness

          creativity

          curiosity

          critique

Knowledge that connects to people

Vision: Moemoeā

The strength to see beyond the here and now:

          fashioning hopes and dreams

          maintaining focus

          seeking opportunities

          seeing potential

          being realistic

          having faith

Strength-based approaches

Unity: Kotahitanga

The strength to engage and involve others - to bring people on board:

          motivating

          encouraging

          acknowledging contributions

          enabling others

          being inclusive

          showing humour

Collaborative inter-professional practice

Humanity: Manaakitanga

The strength to express kindness to others; to put others before self:

          giving service to others

          caring for others’ well-being

          respecting others’ feelings

          valuing relationships

          setting boundaries

          actively listening

Mana-enhancing interactions

Stewardship: Kaitiakitanga

The strength to look after the values, beliefs and practices of the people:

          protecting and maintaining beliefs, symbols and icons

          embedding practices

          mitigating risks

          succession planning

          involving the right people

          choosing the right pathway

Culturally-responsive (EB) practices

Inclusive and culturally responsive Treaty-based approaches:

Partnership: Working together

•          There is a balance of power: power-sharing

•          Whānau are involved in decisions: they are consulted

•          Appropriate ways of engaging and communcating are implemented

Protection: Doing no harm

•          The mana and wellbeing of the tamaiti and whānau remain in tact

•          Whānau preferences and practices are respected/valued

•          Te reo Māori is valued and incorporated respectfully Participation: Equity of access to rights and outcomes

•          Whānau have access to appropriate services and supports

•          Participation is actively encouraged to enhance outcomes

•          Cultural advice is sought to enhance meaning-making and outcomes

link to original sized Educultural Wheel

 ©Macfarlane, S. (2011). Cultural competency and professional practice: He Poutama. Unpublished paper. Christchurch: University of Canterbury

                                                                                             link to full-size Cultural Competency

“Culture is a convenient way of describing the ways members of a group understand each other and communicate that understanding”

“Cultural competence is the acquisition of skills so that we are better able to understand members of other cultures in order to achieve best outcomes….it is about being able to understand the people who we are going to deal with, as practitioners’

Enablers of Māori learners’   wellbeing and success

Mana Motuhake: They have a positive sense of identity and are able to express their mana tangata

Mana Tū: They tend to be humble, tenacious and resilient

Mana Ūkaipo: They have a sense of place –a continuing connection to place – iwi, marae.

Mana Tangatarua: They are keen to acquire the skills to navigate in two worlds

AND

Mana Whānau: They are supported, encouraged and extended by their whānau

He oranga ngākau, he pikinga waiora

Positive feelings in your heart,

will enhance your sense of self