Academic literature on the topic 'Kura kaupapa'

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Journal articles on the topic "Kura kaupapa"

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Tocker, Kimai. "The Origins of Kura Kaupapa Māori." New Zealand Journal of Educational Studies 50, no. 1 (April 2015): 23–38. http://dx.doi.org/10.1007/s40841-015-0006-z.

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Rivera-Rodriguez, C., T. Clark, T. Fleming, D. Archer, S. Crengle, R. Peiris-John, and S. Lewycka. "National estimates from the Youth ’19 Rangatahi smart survey: A survey calibration approach." PLOS ONE 16, no. 5 (May 14, 2021): e0251177. http://dx.doi.org/10.1371/journal.pone.0251177.

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Background Significant progress has been made addressing adolescent health needs in New Zealand, but some areas, such as mental health issues remain, particularly for rangatahi Māori (indigenous Māori young people). Little is known about how contemporary Māori whānau (families) and communities influence health outcomes, health literacy and access to services. Previous nationally representative secondary school surveys were conducted in New Zealand in 2001, 2007 and 2012, as part of the Youth2000 survey series. This paper focuses on a fourth survey conducted in 2019 (https://www.youth19.ac.nz/). In 2019, the survey also included kura kaupapa Māori schools (Māori language immersion schools), and questions exploring the role of family connections in health and wellbeing. This paper presents the overall study methodology, and a weighting and calibration framework in order to provide estimates that reflect the national student population, and enable comparisons with the previous surveys to monitor trends. Methods Youth19 was a cross sectional, self-administered health and wellbeing survey of New Zealand high school students. The target population was the adolescent population of New Zealand (school years 9–13). The study population was drawn from three education regions: Auckland, Tai Tokerau (Northland) and Waikato. These are the most ethnically diverse regions in New Zealand. The sampling design was two-stage clustered stratified, where schools were the clusters, and strata were defined by kura schools and educational regions. There were four strata, formed as follows: kura schools (Tai Tokerau, Auckland and Waikato regions combined), mainstream-Auckland, mainstream-Tai Tokerau and mainstream-Waikato. From each stratum, 50% of the schools were randomly sampled and then 30% of students from the selected schools were invited to participate. All students in the kura kaupapa schools were invited to participate. In order to make more precise estimates and adjust for differential non-response, as well as to make nationally relevant estimates and allow comparisons with the previous national surveys, we calibrated the sampling weights to reflect the national secondary school student population. Results There were 45 mainstream and 4 kura schools included in the final sample, and 7,374 mainstream and 347 kura students participated in the survey. There were differences between the sampled population and the national secondary school student population, particularly in terms of sex and ethnicity, with a higher proportion of females and Asian students in the study sample than in the national student population. We calculated estimates of the totals and proportions for key variables that describe risk and protective factors or health and wellbeing factors. Rates of risk-taking behaviours were lower in the sampled population than what would be expected nationally, based on the demographic profile of the national student population. For the regional estimates, calibrated weights yield standard errors lower than those obtained with the unadjusted sampling weights. This leads to significantly narrower confidence intervals for all the variables in the analysis. The calibrated estimates of national quantities provide similar results. Additionally, the national estimates for 2019 serve as a tool to compare to previous surveys, where the sampling population was national. Conclusions One of the main goals of this paper is to improve the estimates at the regional level using calibrated weights to adjust for oversampling of some groups, or non-response bias. Additionally, we also recommend the use of calibrated estimators as they provide nationally adjusted estimates, which allow inferences about the whole adolescent population of New Zealand. They also yield confidence intervals that are significantly narrower than those obtained using the original sampling weights.
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Corson, David. "Restructuring Minority Schooling." Australian Journal of Education 37, no. 1 (April 1993): 46–68. http://dx.doi.org/10.1177/000494419303700104.

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This article looks at organisational and curricular responses to cultural diversity which are presently operating alongside one another in New Zealand schooling. It begins with a critique of the minimal curricular response now recommended for government schools: the incorporation of programs in taha Maori (things Maori) within the mainstream curriculum of schools. It then looks at two recent responses which are structural and curricular: the modification of existing schools to take account of Maori student presence within them; and the development of Nga Kura Kaupapa Maori (Maori culture and language immersion primary schools) which are founded upon organisational and pedagogical features which are consistent with Maori cultural values. Conclusions are drawn relevant to the education of ‘involuntary minority’ cultures in Australia whose structural values and mores are very different from the dominant culture. A comparison of the values of Koori and Maori lends support to the view that Australian education could borrow with profit from the New Zealand example.
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Rona, Sarika, and Claire J. McLachlan. "Māori Children’s Biliteracy Experiences Moving from a Kōhanga Reo Setting to a Kura Kaupapa Māori, Bilingual, and Mainstream Education Setting: An Exploratory Study." New Zealand Journal of Educational Studies 53, no. 1 (April 18, 2018): 65–82. http://dx.doi.org/10.1007/s40841-018-0107-6.

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Muru-Lanning, Marama, Hilary Lapsley, and Tia Dawes. "Ko ngā kaumātua ngā poupou o tō rātou ao: kaumātua and kuia, the pillars of our understanding." AlterNative: An International Journal of Indigenous Peoples 17, no. 2 (June 2021): 246–53. http://dx.doi.org/10.1177/11771801211019396.

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This feasibility study examined innovations in kaupapa Māori (a Māori approach) research methods to explore kaumātua (older Māori men and women) understandings of ageing well. We designed a research pathway that brought together kaupapa Māori methods in the form of noho wānanga (a method of knowledge sharing) with kaumātua and researchers in Tutukaka in 2018. Kaumātua participants were invited as guests in a comfortable and congenial setting to share their experiences of growing older. Our engagement with kaumātua, and our data-gathering and analysis methods provided an effective method for understanding kaumātua well-being. We found that focusing directly on health did not resonate with participants. There was diffidence when kaumātua talked about their own personal health, when compared with their enthusiasm for other parts of their lives. They understood well-being as a holistic process connecting hinengaro (mental health), wairua (the spirit and spiritual health), tinana (physical health) and te taiao (natural environments).
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Niemi, Jarkko K., Tapani Lyytikäinen, Leena Sahlström, Terhi Virtanen, and Heikki Lehtonen. "Kuka hyötyisi sikatilojen tautiriskiluokittelusta?" Suomen Maataloustieteellisen Seuran Tiedote, no. 26 (January 31, 2010): 1–7. http://dx.doi.org/10.33354/smst.75786.

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Herkästi tarttuvat eläintaudit, kuten suu- ja sorkkatauti, voivat Suomeen levitessään aiheuttaa mittavaa taloudellista vahinkoa. Menetyksiä aiheuttavat mm. taudin hävittämiseen liittyvien toimenpiteiden kustannukset ja kansainväliseen kauppaan liittyvien rajoitusten riski. On tärkeää kohdistaa riskinhallintatoimenpiteet siten, että ne estävät tarpeettomat taloudelliset menetykset. Tässä voi auttaa kotieläintilojen riskiluokittelu niiden taudinlevittämiskyvyn mukaan. Tutkimuksessa selvitettiin, miten sikatilan riski levittää suu- ja sorkkatautia vaikuttaa tautipurkauksen sikasektorille aiheuttamiin taloudellisiin menetyksiin. Tässä keskitytään sikatiloihin rajoittuvaan tautipurkaukseen, koska sikatalous on pitkälle eriytynyt ja vain harvalla sikatilalla on muita eläimiä. Siat eivät ole taipuvaisia saamaan tartuntaa ilmavälitteisesti. Suu- ja sorkkataudin leviämistä sikatilojen välillä arvioitiin Monte Carlo-simulaatiomallilla ja tautipurkauksen mahdollisia taloudellisia vaikutuksia sikamarkkinoihin arvioitiin osittaisen tasapainon mallilla. Taudin leviäminen oletettiin mahdolliseksi naapurileviämisenä alle 3 km säteelle tartuntatilasta sekä tartuntatilalta lähtevän eläinkuljetuksen, eläinkuljetusajoneuvon tai eläinsuojassa tai tilalla käyvän ihmisen välityksellä. Taloudelliset vaikutukset simuloitiin kuluttajille, tuottajille (ml. teurastamot) ja veronmaksajille. Tilat luokiteltiin klusterianalyysilla neljään ryhmään (pieni, keskisuuri, suuri tai erittäin suuri riski) sen mukaan, miten vakavia tiloilta alkaneet tautipurkaukset olivat. Erittäin suuren riskiluokan tiloilla oli yleensä enemmän eläinkontakteja ja ne sijaitsivat eläintiheämmällä alueella kuin pienen riskiluokan tilat. Muun muassa nämä tekijät lisäävät tilan riskiä levittää tautia. Tilan todennäköisyys levittää tauti toiselle sikatilalle vaikutti tilojen välisiin eroihin menetyksissä. Vaihtelu menetyksissä oli suurta. Pienen tautiriskin tilalta alkava tautipurkaus aiheutti yhteiskunnalle keskimäärin 18 miljoonan euron menetykset. Erittäin suuren riskiluokan tiloilta alkaneiden tautipurkausten aiheuttama menetys oli keskimäärin 26 miljoonaa euroa. Tuottajien menetykset olivat pienen riskin tiloilta alkaneissa tautipurkauksissa keskimäärin 23 miljoonaa euroa ja suuren riskin tilalta alkaneissa tautipurkauksissa 28 miljoonaa euroa. Suhteellisesti voimakkaimmin kasvoivat verovaroista maksettavat kustannukset. Erittäin suuren riskiluokan tiloilla ne olivat 4 miljoonaa euroa, mikä oli 18 kertaa enemmän kuin pienen riskiluokan tiloilla. Kuluttajien hyöty tilapäisesti alemmista hinnoista väheni kun riskiluokka kasvoi. Tulokset viittaavat siihen, että etenkin pienen riskin tilat ja veronmaksajat hyötyisivät, mikäli tiukimmat taudin leviämistä ennaltaehkäisevät riskinhallintatoimenpiteet kohdennettaisiin ensi sijassa suuren riskin tiloille. Pitkällä aikavälillä myös kuluttajat voisivat hyötyä. Riskiluokittelutietoa voidaan hyödyntää kohdennettaessa riskinhallintatoimenpiteitä ja mahdollisesti määriteltäessä tilojen riskiperusteista vastuuta tautivahingoista.
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Morgan, Lewis Henry. "Etniniai periodai." Problemos 23 (September 29, 2014): 84–93. http://dx.doi.org/10.15388/problemos.1979.23.6249.

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Publikuojamas L. H. Morgano veikalo „Senovės visuomenė“ skyriaus vertimas. Naujausieji ankstyvosios žmonių būklės tyrinėjimai leidžia manyti, kad žmonija pradėjo savo veiklą nuo pačios žemiausios raidos pakopos ir prasiskynė kelią iš laukinės būklės į civilizaciją, lėtai kaupdama patyrimą. Žmogus sukūrė dvi pagrindines valdymo formas: gimininę socialinę, kuri sudaro visuomenę, ir politinę, kuri sudaro valstybę. Pirmoji remiasi asmenimis ir giminyste, o antroji – teritorija ir nuosavybe. Pirmoji yra senovės visuomenės, antroji – šiuolaikinės, arba civilizuotos, visuomenės valdymo forma. Nagrinėjami namų institutai žmonijos raidoje. Teigiama, kad nuosavybės idėja formavosi lėtai, atsirado laukinės būklės periode. Autorius išskiria etninius periodus: 1) Žemutinė laukinės būklės pakopa; 2) vidurinė laukinės būklės pakopa; 3) aukštutinė laukinės būklės pakopa; 4) žemutinė barbarybės pakopa; 5) vidurinė barbarybės pakopa; 6) aukštutinė barbarybės pakopa; 7) civilizacijos pakopa. Šis skyrimas leidžia traktuoti kiekvieną atskirą visuomenę pagal jos santykinės pažangos būklę ir laikyti ją savarankiško tyrimo objektu.
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Šuminas, Andrius, and Veta Armonaitė. "Socialinių medijų taikymas muziejų komunikacijoje: naujosios muziejininkystės aspektas." Acta Museologica Lithuanica 1, no. 1 (January 1, 2015): 300. http://dx.doi.org/10.15388/muslithuan.2013.1.5344.

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Muziejumi vadinama institucija, kuri mokslo, edukacijos ir laisvalaikio organizavimo tikslais įgyja, kaupia, tyrinėja, populiarina ir eksponuoja žmonijos ir aplinkos materialųjį ir nematerialųjį paveldą (Keršytė, 2009).LR muziejų įstatyme teigiama, kad „svarbiausia muziejų veikla yra kaupti, saugoti, restauruoti, tirti, eksponuoti bei populiarinti materialines ir dvasines kultūros vertybes bei gamtos objektus“ (LR muziejų įstatymas, 2010). Nors ilgai muziejai buvo suvokiami tik kaip kolekcionavimo, konservavimo ir tyrimų institucijos, XX a. pab. pradėta kalbėti, kad muziejai turi rūpintis savo socialine funkcija visuomenėje ir edukaciniais bei kultūriniais veiksniais. 1974 m. Kopenhagoje įvykusioje Tarptautinės muziejų tarybos Generalinėje asamblėjoje buvo priimta rezoliucija, kurioje skelbiama, kad muziejai turi transformuotis ir keistis, atsižvelgdami į savo bendruomenės poreikius. Rezoliucijoje teigiama, kad tyrimai, eksponatų konservavimas ir išsaugojimas turi ir toliau būti tradicinės ir svarbios muziejaus funkcijos, tačiau sparčiai kintančio pasaulio aplinkybės verčia prisiimti naujų įsipareigojimų ir formų (Van Mensch, 1992). [...]
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Taitimu, Melissa, John Read, and Tracey McIntosh. "Ngā Whakāwhitinga (standing at the crossroads): How Māori understand what Western psychiatry calls “schizophrenia”." Transcultural Psychiatry 55, no. 2 (February 19, 2018): 153–77. http://dx.doi.org/10.1177/1363461518757800.

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This project explored how Māori understand experiences commonly labelled “schizophrenic” or “psychotic”. Semi-structured interviews were conducted with 57 Māori participants who had either personal experiences labelled as “psychosis” or “schizophrenia”, or who work with people with such experiences; including tangata whaiora (users of mental health services), tohunga (traditional healers), kaumatua/kuia (elders), Māori clinicians, cultural support workers and students. Kaupapa Māori Theory and Personal Construct Theory guided the research within a qualitative methodology. The research found that participants held multiple explanatory models for experiences commonly labelled “psychotic” or “schizophrenic”. The predominant explanations were spiritual and cultural. It seems that cultural beliefs and practices related to mental health within Māori communities remain resilient, despite over a century of contact with mainstream education and health services. Other explanations included psychosocial constructions (interpersonal trauma and drug abuse), historical trauma (colonisation) and biomedical constructions (chemical brain imbalance). Participants (both tangata whaiora and health professionals) reported they were apprehensive about sharing their spiritual/cultural constructions within mainstream mental health settings due to fear of being ignored or pathologised. This study highlights the importance of asking users of mental health services about the meaning they place on their experiences and recognising that individuals can hold multiple explanatory models. Māori may hold both Māori and Pākehā (European) ways of understanding their experiences and meaningful recognition should be afforded to both throughout assessment and treatment planning in mental health services. Clinicians need to be aware that important personal and cultural meanings of experiences labelled psychotic may be withheld due to fear of judgement or stigmatisation.
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TAŠKŪNAS, VINCAS J. "LITUANISTINĖ VEIKLA TASMANIJOS UNIVERSITETE." Knygotyra 50 (January 1, 2015): 223–26. http://dx.doi.org/10.15388/kn.v50i0.7923.

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Lithuanian Studies Society (LSS)Post Office Box 777, Sandy Bay, Tas. 7006, AustraliaE-mail: A.Taskunas@utas.edu.auUniversitetai yra svarbios tautos paveldo saugyklos. Jie kaupia dokumentus ne tik apie savo, bet ir apie daugelį kitų tautų istoriją. Trisdešimt aštuoni Australijos valstybiniai universitetai veikia 150 vietovių, juose mokosi 700 000 studentų. Deja, nė viena iš šių akademinių institucijų neturi Lietuvių kalbos katedros ir nė viena iš jų nedėsto lietuvių kalbos kursų. Dėl to šių universitetų bibliotekos nesaugo reikšmingesnio skaičiaus lietuviškų knygų ar lietuviškos kultūrinės medžiagos.1987 m. Tasmanijos universitete buvo įkurta Lietuvos studijų draugija, kad užpildytų žinių apie Lietuvą spragą. Per dvidešimt pastarųjų metų draugija išplėtojo veiklą šiomis kryptimis: akademiniai lietuviškų temų tyrimai garbės bakalauro ar magistro laipsniams gauti; lietuvių kalbos kursai; leidyba: knygos anglų ir lietuvių kalbomis ir recenzuojamas mokslo žurnalas anglų kalba; 1000 lietuviškų knygų ir žurnalų kolekcija (daugiausia anglų kalba), kuri vis papildoma; kasmetės stipendijos nagrinėjantiems lietuviškas temas (po 5000 dolerių); konferencijos ir mainai su Lietuvos mokslininkais.Draugija, padedama universiteto, dirba visomis šiomis kryptimis: stipendijas teikia universiteto Stipendijų komitetas, knygų kolekcija laikoma Valdymo mokyklos stiklinėse spintose. Draugija kreipėsi į Australijos ir viso pasaulio lietuvius, kad šie dovanotų daugiau knygų, rankraščių ir kitos kultūrinės medžiagos.
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Dissertations / Theses on the topic "Kura kaupapa"

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Bishop, Alan Russell, and n/a. "Collaborative research stories : whakawhanaungatanga." University of Otago. Faculty of Education, 1995. http://adt.otago.ac.nz./public/adt-NZDU20070531.124559.

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This thesis seeks to acknowledge and address the concerns that Maori people voice about research into their lives. The present study shows that Maori people are concerned that the power and control over research issues of initiation, benefits, representation, legitimation and accountability are addressed by the imposition of the researcher�s agenda, concerns and interests on the research process. Such dominance of a Western orientated discourse is being challenged by a pro-active, Kaupapa Maori research approach. This approach is part of the revitalisation of Maori cultural aspirations, preferences and practices as a philosophical and productive educational stance and resistance to the hegemony of the dominant discourse in Aotearoa/New Zealand. Kaupapa Maori research is collectivistic, and is orientated toward benefiting all the research participants and their collectively determined agendas. Kaupapa Maori Research is based on growing concensus that research involving Maori knowledge and people needs to be conducted in culturally appropriate ways, ways that fit Maori cultural preferences, practices and aspirations in order to develop and acknowledge existing culturally appropriate approaches in the method, practice and organisation of research. This thesis examines how a group of researchers have addressed the importance of devolving power and control in the research exercise in order to promote self-determination (tino Rangatiratanga) of Maori people. In the thesis I have talked with researchers who have accepted the challenge of positioning themselves within the discursive practice that is Kaupapa Maori. As a result, this thesis examines how such positionings challenge what constitutes a process of theory generation within the context of Aotearoa/New Zealand. This thesis further seeks to examine a way of knowing that reflects what meanings I can construct from my positioning within an experiential Kaupapa Maori research matrix. My position within this matrix resulted from critical reflections on my participation in a research group with an agreed-to agenda, my participation within the projects considered in the narratives in this thesis, my talking with other research participants in the form termed "interviews as chat" and from our constructing joint narratives about their/our attempts to address Maori concerns about research in their practice. The broad methodological framework used in the thesis is narrative inquiry for such an approach allows the research participants to select, recollect and reflect on stories within their own cultural context and language rather than in that chosen by the researcher. In other words, the story teller maintains the power to define what constitutes the story and the truth and the meaning it has for them. Further, this thesis seeks to investigate my own position as a researcher within a co-joint reflection on shared experiences and co-joint construction of meanings about these experiences, a position where the stories of the other research participants merged with my own to create new stories. Such collaborative stories go beyond an approach that simply focusses on the cooperative sharing of experiences and focusses on connectedness, engagement, and involvement with the other research participants within the cultural world view/discursive practice within which they function. This thesis seeks to identify what constitutes this engagement and what implications this has for promoting self determination/agency/voice in the research participants by examining concepts of participatory consciousness and connectedness within Maori discursive practice. Whakawhanaungatanga (establishing relationships in a Maori context), is used metaphorically to give voice to a culturally positioned means of collaboratively constructing research stories in a �culturally conscious and connected manner�. The thesis explains that there are three major overlapping implications of whakawhanaungatanga as a research strategy. The first is that establishing and maintaining relationships is a fundamental, often extensive and ongoing part of the research process. This involves the establishment of �whanau of interest� through a process of �spiral dicourse�. The second is that researchers understand themselves to be involved somatically in the research process; that is physically, ethically, morally and spiritually and not just as a �researcher� concerned with methodology. Such positionings are demonstrated in the language/metaphor used by the researchers in the stories described in this thesis. The third is that establishing relationships in a Maori context addresses the power and control issues fundamental to research, because it involves participatory research practices, in this context, termed �Participant Driven research�.
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Pereira, Janet Aileen, and n/a. "Culture, language and translation issues in educational assessment : Maori immersion students in the National Education Monitoring Project." University of Otago. Department of Anthropology, 2001. http://adt.otago.ac.nz./public/adt-NZDU20070516.152005.

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1999 was the first year that Year 8 Maori immersion students were included in national monitoring in New Zealand. The thesis explores how bilingualism, being a second language learner, and culture impact on student performance. It details the National Education Monitoring Project�s (NEMP) efforts to create fair and valid cross-language and cross-culture assessment. The thesis looks at overseas research on the development, translation and administration of tasks and relates this to NEMP�s processes. Issues and problems that arose during the development, translation and administration of tasks are discussed. Several positions emerge from this thesis. Firstly, that despite the problems encountered, there were some clear �benefits�. Benefits lay primarily in: recognition of the complexity of cross-language and cross-cultural assessment, �improved� assessment and translation processes, professional development, new understanding and knowledge areas, identification of areas for future research and the accumulation of data (albeit in some instances problematic). Secondly, that NEMP went to great efforts to consult with and involve Maori. However, the relationship between NEMP and Maori was compromised in that some sectors within immersion education were ambivalent about participating in national monitoring. This ambivalence impacted in a number of ways on the project and the assessment of immersion students. Thirdly, that the inclusion of immersion students in national monitoring needs to be seen within the wider social, political and historical context of New Zealand. Assessment is not a neutral process. Assessment is a social and political activity that has the potential to advantage certain groups in society and disadvantage others. Fourthly, despite NEMP�s efforts to be fair, inclusive and thorough in its processes there were significant issues that compromised students� performance and the quality of the information gathered. Limited language skills of some students, cultural differences, translation and task administration problems at times worked to the disadvantage of immersion students and raise questions about the validity of some findings. Finally, I suggest that the inclusion of Maori immersion students in national monitoring is in some respects premature and unfair. In particular, questions need to be asked about the fairness and validity of making comparisons between bilingual, second language learners in Maori immersion settings and monolingual Maori students learning in English in the mainstream.
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Jones, Kay-Lee Emma. "Partial immersion te reo Māori Education : An investigative study about the forgotten other of Māori Education." Thesis, University of Canterbury. School of Teacher Education- Primary, 2015. http://hdl.handle.net/10092/10589.

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Māori education has grown out of a long and varied history of Māori engagement with Western forms of schooling. Full immersion Māori learning environments such as kura kaupapa Māori emerged from a background of colonial Mission schools, Native Schools, and evolving assimilation and integration educational policies. It is the subsequent loss of language, continual Māori school underachievement and Māori struggles for indigenous self-determination that have provided the conditions in which the development of Kaupapa Māori otherwise known as Māori medium education has taken place. Māori medium education has emerged in varying forms and differing levels of Māori language immersion, although the principles and philosophies of these environments remain particularly Māori orientated. Kaupapa Māori education is largely built upon whānau aspirations and is set within a Māori framework of learning and Māori language teaching. In addition to full immersion Māori schools there are other classroom settings that offer varied levels of Māori language instruction. Some of these classrooms have been established in English medium schools, creating a bilingual context. While full immersion schools focus on the breadth of all things Māori, bilingual schools may have a slightly different focus. May, Hill and Tiakiwai (2006 p.1) in their review of Bilingual Education in Aotearoa explain it as an area of instruction where school subjects are taught in two languages (Māori and English) and students become fluent orators and writers in both. Little is understood about the dynamics of partial immersion programmes and the contribution these settings make to Māori language and cultural knowledge acquisition and to wider self-determination aspirations of Māori. Drawing from the contributed insights of teaching staff, whānau and other stakeholders linked to partial immersion education, this research considers these settings to better understand the relationship between language acquisition and cultural knowledge attainment. A synergy of Kaupapa Māori theory with a qualitative interpretivist approach has guided the research process. The rationale for the research was to strengthen cultural knowledge and cultural aspirations which made it appropriate to use Kaupapa Māori principles as a foundation of which to develop the research. As research is currently limited in this respect a more extensive understanding of the teaching and learning programmes within a partial immersion classroom may be paramount to their continuation and success. Key findings emerged from the participant interviews and clear characteristics of these environments developed: Whānau (family), te reo Māori me ōna tikanga (Māori language and cultural customs) Māori values, and Māori pedagogies. The participants talked about many features particular to partial immersion education that linked to these four themes. The themes were further analysed to find key positive outcomes of these settings. A strong sense of pride in identity, particularly Māori identity and Māori succeeding as Māori were the two key positive outcomes that emerged from the participant data.
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Gallagher, Kerrie Louise. "An Intervention Approach to Target Vocabulary Development in Te Reo Maori in Maori Immersion Settings." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/1879.

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The aim of this study was to investigate the effectiveness of a storybook retell technique to facilitate vocabulary acquisition in children educated in Māori immersion class settings. A second aim of the study was to explore the cultural responsiveness and pedagogical appropriateness of the intervention approach and the importance of relationship building (whakawhanaungatanga) to successful interventions. Nine children participated in the study. These children (aged between 5 and 8 years) were recruited from two Kura Kaupapa Māori settings in differing urban areas in New Zealand. The children entered the study on a rolling basis in groups of three. The first three participants to enter the study were recruited from the one classroom on the basis of their demonstrating specific language impairment (SLI). The second group of three participants attended a different classroom and these participants were recruited into the study as a result of identified delayed reading development (RD). The third group of three participants from a third classroom was selected as the participants exhibited typical spoken and written language development (TD). The intervention technique utilized in this study adopted a structured approach to teaching the meaning of pre selected vocabulary items that were embedded in class story books. Three different books were selected and each book was read by the teacher to the whole class three times during a one week period. The target vocabulary was highlighted each time it occurred in the story through the following techniques: an adult definition was given for the word, an antonym or synonym was given, and the meaning was acted out by the teacher or the picture detailing the meaning of the word in the book was highlighted. A single subject research design using pre-intervention, intervention and post intervention assessment probes for the target vocabulary items was employed to examine the effectiveness of the intervention in teaching the children the targeted vocabulary. Teacher interviews were also carried out to assess the appropriateness of the intervention in relation to the philosophy of the Kura Kaupapa and its pedagogical appropriateness and cultural responsiveness. The results suggested that the children in all three groups (SLI, RD and TD) made moderate gains in the acquisition of the target vocabulary supporting the hypothesis that targeting vocabulary in story book retelling at a whole class level will lead to acquisition of the vocabulary by the participants' exposed to the intervention. However, using a Two Standard Deviation method to evaluate the significance of each participant's change, the gains made for the RD and SLI participants were not significant. The TD participants did demonstrate a significant difference in the number of words correct. The teachers of the participants involved in the study reported positively on the effectiveness and appropriateness of the intervention for inclusion within the Kura Kaupapa and classroom programme. In particular, teachers' reported that as the intervention included each child in the class (as opposed to a withdrawal intervention model) the intervention was more appropriate for the philosophy of the Kura Kaupapa. The teachers' also reported the effectiveness of the intervention for the development of collaboration and relationship building between the teacher and researcher (a speech-language therapist. The data showed that the intervention investigated in this study was culturally responsive and pedagogically appropriate. It could be included as a component of the class programme as it was responsive to the philosophy of the Kura Kaupapa. The participants' did make moderate gains in the acquisition of the vocabulary (although not at a level to be considered significant for children with delayed development). Further research is necessary to explore the effectiveness of what may potentially be a useful intervention to enhance vocabulary development for children in Kura Kaupapa.
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5

Wakefield, Benita. "Haumanu taiao ihumanea: collaborative study with Te Tai O Marokura Kaitiaki Group : Tuakana Miriama Kahu, Teina Benita Wakefield." Lincoln University, 2008. http://hdl.handle.net/10182/1335.

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The health of the environment is integral to the health and wellbeing of the people. When the balance between Atua, whenua and tangata is disrupted, desecrated, disturbed or violated, it can have a detrimental impact on these relationships. This research study explored alternative indigenous paradigms for conceptualizing an environmental health framework that would improve the potency and health of all living things. A key question of the research study was to explore how Ngati Kuri sought to strengthen their relationship and connection with the natural world. The Hapu established Te Tai O Marokura health and social services as a vehicle to improve potency: healthy environments, healthy people. The specificity of Ngati Kuri experiences provided a broader context for researching and theorizing about restorative models that utilized traditional knowledge localized to a particular area. Another key question was to examine how Maori cultural values that were embedded within a worldview, could offer insights and constructs for new ways of being and thinking in the modern world. Kaupapa Maori philosophical positioning and theorizing informed the approaches and practices underpinning the study. The key aspects of the methodology were constructed around the tikanga principles of tinorangatiratanga, whakapapa and kaitiakitanga to provide a rationale for the collaboration formed with the Hapu. At the heart of the thesis is the validity given to the collective ownership of indigenous knowledge which challenges the fictional notion of a singular, temporally bound authorship. The thesis reflects the whakawhanaungatanga (reciprocal understanding) relationship between the Tuakana represented by Miriama Kahu and the Teina, Benita Wakefield working collaboratively with the Kaitiaki construct group formed to ensure that the use of indigenous knowledge and its transmission processes had honest transparency. The Tuakana was responsible for providing guidance, wisdom and mentoring to the Teina, the enrolled academic student responsible for producing the written thesis. These innovative collaborative Kaupapa Maori methods and practices in the study have tested the boundaries of conventional doctoral processes, breaking university academic regulations and challenging the western academy in the political nature of collective knowledge production and validity of indigenous knowledge. Qualitative and quantitative processes, approaches and methods were also utilized to inform the study and to ensure reflexivity of research practices. The key findings of the study were: • Improving potency requires a depth of intimacy and connection with all living things that involves a reciprocal understanding of the relationship between Atua, whenua and tangata. • Indigenous knowledge is localized to a spatial area and embedded within a worldview that validates and affirms cultural values and beliefs which continue to have relevance in more contemporary times. • The transformative nature of alternative indigenous paradigms must encompass the totality of creation, humanity and their genealogical and inter-generational linkages to all life. A major contribution of this PhD has been to create new knowledge, ways of thinking and meaning for restoring potency through the environmental health conceptual framework grounded in cultural and spiritual values. The specific focus on Ngati Kuri traditional knowledge authentic to the Hapu and their application, has significantly contributed towards constructing alternative indigenous approaches for meeting the challenges within the modern world.
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Stokes, Kanewa. "The tensions facing a board of trustee model within the cultural framework of kura kaupapa Maaori : a thesis presented in partial fulfillment of the requirements for the degree of Masters of Arts in Social Policy at Massey University, Albany, New Zealand." 2003. http://hdl.handle.net/10179/910.

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This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.
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Books on the topic "Kura kaupapa"

1

New Zealand. Ministry of Maori Development., ed. The benefits of kura kaupapa Māori. Wellington: Te Puni Kōkiri, 1993.

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Book chapters on the topic "Kura kaupapa"

1

Meaney, Tamsin, Tony Trinick, and Uenuku Fairhall. "The History of Te Kura Kaupapa Māori o Te Koutu – The Politicisation of a Local Community." In Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms, 37–52. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1994-1_3.

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2

Smith, Graham H. "Kura Kaupapa Maori: Contesting and Reclaiming Education in Aotearoa." In Education and Cultural Differences, 89–108. Routledge, 2017. http://dx.doi.org/10.4324/9781315211268-6.

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3

"The Politics of Reforming Maori Education: The Transforming Potential of Kura Kaupapa Maori." In Towards Successful Schooling (RLE Edu L Sociology of Education), 86–101. Routledge, 2012. http://dx.doi.org/10.4324/9780203128572-11.

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