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Te Akatea 2013 Toitu te Moana, Toitu te Whenua, Toitu te Tangata Mason Durie Massey University MAURI OHO.

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Presentation on theme: "Te Akatea 2013 Toitu te Moana, Toitu te Whenua, Toitu te Tangata Mason Durie Massey University MAURI OHO."— Presentation transcript:

1 Te Akatea 2013 Toitu te Moana, Toitu te Whenua, Toitu te Tangata Mason Durie Massey University MAURI OHO

2 Te Po Rangi and Papa Locked into an embrace that excluded light and life

3 Ki te Ao Mārama 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 Whanaungatanga Environmental relationships were cemented by a common heritage and a sense of reciprocity

5 Rangi & Papa Two 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 Environments The Whanaungatanga & Mauri Principles Relationships that facilitate learning: Inspirational teachers & inspired students Whānau & school Students & peers Digital connections & face-to-face learning Schools & other institutions in the community A flourishing mauri will accelerate the learning process Vitality Energy Balance Eagerness Optimism Curiosity ‘Linked in’

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 Mauri Noho Languishing Mauri Oho Flourishing From Languishing to 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 Mauri Oho Flourishing Spiritually robust Culturally engaged Grounded Emotional balance Positive thinking Eagerness to learn Energetic Participant in activities, events Sustainable & rewarding relationships  Cultural & spiritual alienation  Disconnect with land  Negative emotions  Knowledge gaps  Avoid new knowledge  Fatigue,  listlessness  Negative relationships  isolation Mauri Noho Languishing 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 Hui Taumata Matauranga Whānau Ora

13 1Enabling 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 2Attitudinal Shifts parents, 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 3Placing 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 te ao Maori & te reo Maori use of Maori imagery and idiom Maori reference points to guide learning Secondary Futures

16 Shifting Students towards the Centre FromTowards Classroom conformity Individual plans Institutional loyaltyLoyalty to students Knowledge transferInformation management Fragmented silo-based learning Coherent community-based learning Secondary Futures

17 4 Inspirational Teachers Teachers who can : add value to learning journeys so that students 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 5Whānau Capability contributions to learning Laying foundations for a culture of learning Inter-generational transfer of knowledge, values, culture Entry into te ao Maori Entry into the knowledge society Building positive relationships Adding value to life-long learning Whanau Ora

19 Whānau Ora and Education Whānau 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 Whanau Ora

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

21 7Transformative Leadership within schools between schools within communities across sectors within Iwi in industries in the formulation of policies Educational leaders who have influence Hui Taumata Matauranga

22 Leadership at the Interface Defending the School Engaging communities School priorities Local & Iwi priorities Risk management Strategic visioning Guarding tradition Scoping the future Competitive spirit Collaboration Institutional LeadersExploratory Leaders

23 8Multiple Pathways One size does not fit all Local school Maori-medium schooling e.g. Kura Kaupapa, Whare Kura, 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 Hui Taumata Matauranga

24 9Iwi & 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 Planning Scenarios for Māori Education Whetu Marama – multiple centres of learning 2.Te Piringa – inclusive and comprehensive schools 3.Te Ara Matau – schools as intensive knowledge transfer centres 4.Te Pae Tawhiti – the CMEF

26 Whetu Mārama Multiple 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, kapa haka, science, sport, maths, creative arts, literacy, technology commerce They are Marae based, 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 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 Ara Matau Schools as centres for intensive knowledge transfer Te Reo me ona tikanga have 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 Pae Tāwhiti – 2025 The 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 Pae Tawhiti, the Centre for Māori Educational Futures (CMEF) 2025 Te Akatea receives the World Summit Award for indigenous educational transformation.

30 Futures Planning Future Possibilities Scenario 1 Whetu Marama Scenario 2 Te Piringa Scenario 3 Te Ara Matau Scenario 4 Te Pae Tawhiti Possible Probable x Desirable x??? Planning for the future will be more productive than waiting for the future

31 Te Akatea Leadership Role Preparing leaders for Māori futures Lead Future takers Accept the future for what it brings ‘Powerless to change what will be’ Ready to respond to change

32 Te Akatea Leadership Role Preparing 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 M ā ori and as citizens of the world.’

35 Kia maia Tena toutou katoa Te Akatea 2013 Toitu te Moana, Toitu te Whenua, Toitu te Tangata

36 Learning Environments for Māori Nine Preconditions Maori educational success can be transformed by: Enabling policies Attitudinal shifts Student-centred approaches to learning Inspirational teachers Whānau sustainability 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 Ko te pae tata Whakamaua, kia tina Ko te pae tawhiti Whaia, kia tata Manage today, & Shape tomorrow Te Akatea 2013 Toitu te Moana, Toitu te Whenua, Toitu te Tangata Mason Durie Massey University MAURI OHO


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