My star sign is Libra. The scales. Justice, fairness, equality. These values are dear to my heart. So I have been enjoying wrestling with the challenge presented to me via amazing educators Ann Milne, principal of Kia Aroha College, and Deanne Thomas, of CORE Education, to think more about social justice and equity with regards to The Treaty of Waitangi and the success our Maori learners experience in New Zealand schools.
The Ministry of Education strategy for increasing Maori achievement in schools is called Ka Hikitia and is now supported by the professional learning development of Kia Eke Panuku. These documents refer to Maori enjoying success “as Maori“. But what does this mean?
The highlight for me at ULearn15 was Ann Milne’s presentation entitled: “Leadership and achievement through culturally responsive, critical, social justice pedagogies”. This was exactly the kind of confronting, crunchy learning I love from ULearn. While I can’t say yet I fully understand all of Ann’s talk, nor can I say I necessarily agree with some of the specifics of her message, I can say, totally in line with my word for the year, that the learning was powerful.
In her presentation, Ann unpacked the concept of “as Maori”. She was superbly supported by the action research of her “warrior scholars” who have dived into this morass. Some of the ideas she raised really had an impact on me and resonated with me. I was particularly struck by the idea that learners shouldn’t have to leave their identity at the door – that Maori (and, I would argue, all learners) have the right to an education that affirms who you are. I wonder what I have done as a teacher to support Maori learners in their identity as Maori, and whether I have positioned Maori identity as an asset and as a key to success. I frankly acknowledge that I have a lot to learn about tikanga Maori and te ao Maori, but this is learning I am excited to engage with.
Ann spoke of Kia Aroha College’s “pedagogy of whanau“, which has been fully unpacked to tangibly define it in all, and I mean all, aspects of school life. The question of ‘where’s the whanau in that?’ is a great tool to keep focused on this central vision. It is powerful in its simplicity and complexity.
I can see connections here to the learning I have been doing this year around relationships, where I have come to (re)discover how crucial manaakitanga and whanaungatanga are to me both professionally and personally. And I wonder, building on the session Deanne Thomas facilitated for us 2015 CORE eFellows, how digital technologies/eLearning/future-focused learning might support and enhance tikanga Maori.
Certainly the ideas of shifting the locus of control away from the teacher, allowing greater equity of access to knowledge (but in Te Reo?), and thus learning moving towards being student-centred and personalised, must allow space for relationships to be fostered and nurtured. How else might schools enable Maori learners’ success as Maori? Where’s the whanau in our mainstream schools at present?