I attended the hui whakatau, a meeting between teachers and ākonga and their whānau who identify as Māori. We began by introducing ourselves, either in Te Reo or in English, then we presented an overview of Māori student success at Cobham. This was followed by a discussion session where ākonga and whānau could share ideas about what would help them succeed at Cobham. The hui concluded with some shared kai.
I found that the Whānau Māori Hui was a valuable opportunity for whānau and ākonga to share with Cobham staff what they thought would help them to be successful at Cobham. This is vital as they know what is best to help ākonga to succeed as Māori and also gives them ownership over their (or their child’s) learning. It also helped establish, or build on, whanaungatanga and develop a sense of community between all parties. I was challenged by the low numbers that we had and made me question why that might be? It inspired me to think of how we could work towards strengthening the Māori/cultural community in the school in a way that is ākonga and whānau led.
Discuss with colleagues about what they got out of the hui and their understandings.
Apply to take on the Māori unit and begin to collect and implement some of the ideas that were shared at the hui.
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
7 – Promote a collaborative, inclusive and supportive learning environment.,
10 – Work effectively within the bicultural context of Aotearoa New Zealand,
11 – Analyse and appropriately use assessment information, which has been gathered formally and informally,
2 – Whanaungatanga – Actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori Community.,
3 – Manaakitanga – Showing integrity, sincerity and respect towards Māori beliefs, languages and culture.,
4 – Tangata Whenuatanga – Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,
3 – Responsible care – to do good and minimise harm to others,
4 – Participating and Contributing
– 22/03/2016 (Private)