Māori and Pacific students
He aha te mea nui o te ao?
He tangata, he tangata, he tangata
Hawk et al (2002) reported that across all sectors of education, including the tertiary sector, that the teacher-student relationship was “critical” for effective learning. Many factors that can build this relationship - going the extra mile, showing interest, passion and competence in subject, caring, empathy, modeling behavior, and acceptance and belief in the students. All students will benefit from this relationship-building, however it is vital for Māori and Pacific learners. Greenwood and Te Aika, in the report Hei Tauera (2009) put this another way:
“Many of the factors we describe here, while they are particularly valued by Māori, are important for the success of all learners” (p.8)
From my own experiences as a learner I know that those who show passion for their subject and who show real interest in the success of students are those who I would like as teachers. I know that students in their classes get really good learning experiences.
My learning is that I will approach what I teach with passion. My challenge is that I will often enter classes whose subject is out of my knowledge area. Here more than ever, the principle of ako, or the “interdependence of teaching and learning” (Greenwood and Te Aika, p. 8), where teachers learn from students as well as the other way round, is both helpful and important to my practice.
Engaging Pacific Learners - a parallel, or the importance of relationships re-iterated
Sandy Thompson of Unitec spoke to us (25 Sep 2015) about engaging Pacific Learners. She identified three themes for success:
1. Create a comfortable and safe environment - this may include prayer, and certainly language, symbols and acknowldegements.
2. Acknowledge the context of Pacific learners - for example the value of people over task and family and spiritual obligations
3. Use appropriate teaching tools - for example case studies and interactive activities which are customised to Pacific learners
Evidence of success can be seen in RELATIONSHIPS - for example when the relationships are less power-based, and there becomes a “learning-community” style of relationship.
The Ranga model explains how kaupapa Māori theory provides a lens through which I can understand core principles and values such as: whakapapa, manaaki, kaitiaki, waiaita and pōwhiri. This framework explains mātauranga ā-iwi as the real-life applications and expression of these principles, in many forms, depending on environment and iwi.
Bishop R. and Glynn T. (1999) Culture counts: Changing power relations in education. Palmerston North: Dunmore Press.
Doherty, W. (2012). Ranga framework - He Raranga Kaupapa. In Taiarahia et al (Eds.) Conversations on Mātauranga Māori. NZQA. Retrieved from http://www.nzqa.govt.nz/assets/Maori/ConversationsMMv6AW-web.pdf
Greenwood, J. & Te Aika, L-H. (2009). Hei Tauira - summary document. Wellington, N.Z.: Ako Aotearoa.
Hawk, K., Cowley, E., Hill, J. & Sutherland, S. (2002). The importance of the teacher/student relationship for Maori and Pasifika students. Retrieved from: http://www.educationgroup.co.nz/uploads/Publications/The%20importance%20of%20the%20teacher-student%20relationship.pdf
Ministry of Education. (2015). Tertiary Education Strategy 2014-2019. Wellington, New Zealand: Author. Retrieved from http://www.education.govt.nz/further-education/policies-and-strategies/tertiary-education-strategy/
Unitec. (2001, 2014). Our Partnership: Te Noho Kotahitanga. http://www.unitec.ac.nz/maori/who-we-are/our-partnership
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