Academic literature on the topic 'Kura kaupapa Maori'

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Journal articles on the topic "Kura kaupapa Maori"

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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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Appleby, Peter. "Kura Kaupapa Maori: Tomorrow’s Schools and Beyond." New Zealand Annual Review of Education, no. 11 (July 1, 2001). http://dx.doi.org/10.26686/nzaroe.v0i11.1417.

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Kura Kaupapa Maori are a distinctive and unique feature of the New Zealand education system. This report outlines a literature review that seeks to examine the position of such schools within the reformed New Zealand educational environment since 1988. The project focuses on the Tomorrow’s Schools reforms, before giving a briefer review of the New Zealand Curriculum Framework, Assessment for Better Learning and the Report of the Literacy Taskforce. A number of themes emerge, including the increasing acknowledgement of Kura Kaupapa Maori in policy documents over time, the lack of specific provision for such schools, and the incongruence of Maori beliefs and aspirations and the philosophical foundation of the policy arena.
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Hamilton, Bill. "Maori Education Developments: A Maori Unionist’s View." New Zealand Annual Review of Education, no. 2 (October 25, 1992). http://dx.doi.org/10.26686/nzaroe.v0i2.854.

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During 1992, many hands seized the chance to paddle the Maori education waka in the primary system.The Maori community continued to establish Kura Kaupapa Maori, immersion and bilingual programmes. Schools increased the involvement of whanau in their activities and generally attempted to improve the quality of Maori education programmes.The National Maori Congress, Te Whakakotahitanga o Nga Iwi o Aotearoa, completed a report that promoted the goal of establishing iwi education authorities. Government established an inquiry into Maori education and directed officials committees to:(a) develop a bold strategy for the protection and promotion of te reo Maori; and(b) develop a comprehensive policy for Maori education.A Maori Education Group to comment on the Minister of Education’s “Vision for Education” was established. Maori government officials and others attempted to co-ordinate an effective Maori voice in education through Te Roopu Whakahaere and Te Roopu Whanui.Tino Rangatiratanga continued its work of co-ordinating, mobilising and politicising Maori in education and challenging the effectiveness of existing or proposed government education policy.Finally, in an atmosphere of government hostility towards unions, the primary teachers’ union, the New Zealand Educational Institute (NZEI) strengthened its philosophies, policies, priorities and practices by:establishing Miro Maori as an integral part of NZEI structures;giving leadership, direction and cohesion to the development of Maori education policies; andensuring that Maori views are included in the activities, developments and changes in the general education system.In putting forward a Maori unionist’s view, there is recognition that during 1992:Maori people put a lot of energy into primary education for the purpose of improving Maori achievement, revitalizing te reo me ona tikanga Maori andstrengthening Maori participation in the education of their children;NZEI, the primary teachers’ union, gave significant support to Maori education developments; andthere was a lot of government activity and stated commitment but their work lacked rigour, direction and coherency.Although many hands paddled the Maori education waka, by the end of 1992, it had made only a minor advance from where it had been in 1991. The waka tended to veer in motion from side to side, backwards and forwards and swirled around in circles rather than tracking forwards towards achieving significant goals. The Matauranga Maori waka clearly lacks strong navigational leadership, and government in particular is paddling against the tide of Maori aspirations...
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Dissertations / Theses on the topic "Kura kaupapa Maori"

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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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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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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 Maori"

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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 Maori"

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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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"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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