Massey Documents by Type
Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294
Browse
7 results
Search Results
Item Implementing mātauranga Māori into the classroom : New Zealand English-medium secondary school teachers' perceptions of preparedness : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Māori Education at Massey University, New Zealand(Massey University, 2024) Ruawai-Hamilton, Maiea Thelma CarolynThe integration of mātauranga Māori within the New Zealand Curriculum represents a significant shift in Aotearoa New Zealand’s educational landscape. However, the historical marginalisation of Māori knowledge within the State education system has left teachers inadequately prepared to effectively incorporate mātauranga Māori into their practice. This thesis, employing Grounded Theory and kaupapa Māori methodology, explores secondary school teachers' perceptions of their preparedness to integrate mātauranga Māori and te reo Māori into the State curriculum whilst, examining the factors that influence their preparedness. This research includes the perspectives of iwi as the experts and custodians of mātauranga Māori, shedding light on their expectations, aspirations, and concerns regarding the inclusion of Māori epistemologies across the curriculum. The findings indicate that many teachers feel ill-equipped to incorporate Māori worldviews due to personal educational limitations, insufficient exposure to Māori perspectives, and systemic barriers within the wider education system. These challenges highlight the need for policy and systemic change, including enhanced professional development, institutional support, and culturally competent leadership. Iwi partnership throughout the change process is identified as crucial in ensuring the authenticity and integrity of mātauranga Māori within educational contexts. This thesis emphasises the necessity for teachers to engage in antiracist and decolonial practices, to confront cultural biases, systemic racism, pathologizing practices, and the failure of State educational institutions to enact Te Tiriti. Ultimately, the successful implementation of mātauranga Māori in the curriculum demands a collaborative approach, involving teachers, school leaders, iwi, and State and educational professional bodies. This research advocates for comprehensive teacher training, robust institutional support, and clear and active implementation of the principles of Te Tiriti o Waitangi and the National Education and Learning Priorities (NELPS) within school policy. This study contributes to the gap in research around teachers’ preparedness to engage with Māori knowledge, providing insights into the systemic barriers hindering meaningful teacher preparation and implementation. The broader implications suggest that the integration of mātauranga Māori should not be viewed as a one-off policy change, but rather as an ongoing process of decolonisation and cultural revitalisation that occurs in partnership with iwi/hapū.Item Understanding the self-efficacy of students using te ao Māori concepts in AS91925 : a mixed methods study : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education at Massey University, Manawatu, New Zealand(Massey University, 2024) Youmans Seward, JenniferAotearoa New Zealand’s NCEA qualification has undergone recent changes, with Change 2 of the Review of Achievement Standards stating that mātauranga Māori is to have equal status with other forms of knowledge. This change has led to the incorporation of mātauranga Māori, such as the use of te ao Māori concepts as a lens with which to analyse film in English classes, in NCEA assessments for the first time in 2024. Drawing on Vygotsky’s (1978) socio-constructivist theory, this paper focusses on how students experience using te ao Māori in AS91925 to add to the current literature on self-efficacy and its relationship with culture. This mixed methods study, conducted in an inner-city girls’ school, explored the student experience and their perception of their self-efficacy through an online survey and follow-up interviews. Findings indicate that for students who identify culturally as Māori, self-efficacy is perceived as high in this assessment. For non-Māori cultural groups, self-efficacy in AS91925 is perceived diversely due to a range of social and educational factors.Item Equal status for mātauranga Māori in NCEA : perceptions of non-Māori teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Māori Education at Te Kunenga ki Pūrehuroa Massey University, Manawatū, Aotearoa New Zealand(Massey University, 2024) Farnan-Sestito, Claire JosephineUsing a constructivist grounded theory approach, this thesis explores the perceptions of non-Māori teachers about NCEA Change 2: Mana ōrite te mātauranga Māori/Equal status for mātauranga Māori in NCEA. Data were gathered via individual, semi-structured, in-depth qualitative interviews with seven non-Māori teachers of NCEA from across Aotearoa New Zealand. The findings show that non-Māori teachers of NCEA generally do not ascribe mātauranga Māori the same value as the Western body of knowledge, the implementation of NCEA Change 2 has been under communicated and under-resourced by the Ministry of Education resulting in poorly prepared and resourced non-Māori teachers who are therefore prioritising the other NCEA Changes, and non-Māori teachers of NCEA generally feel insecure in their role of Treaty partner. These barriers contribute to a lack of action to meaningfully implement NCEA Change 2 despite declaring support for the reform. Participants, while expressing their willingness to enact NCEA Change 2, also exhibit signs of hesitancy, reluctance, and fear about fully committing to implementation of the policy. This thesis proposes that this is in part because the mandating of Change 2 has challenged their identity as teachers of NCEA and their partnership with Te Tiriti o Waitangi. Consideration as to the pathway forward is discussed.Item Te Kura i Huna : te whakahāngai i ngā pūrākau hei wheako akoranga tino whai hua i ngā kura kaupapa Māori : He tuhinga rangahau hei whakatutuki i ngā tikanga o Te Tohu Kairangi i te Kunenga ki Pūrehuroa, Papaioea, Aotearoa(Massey University, 2023) Moeahu, Alishia RangiwhakawaitauKa whai mana tonu ngā mahi pūrākau i te mātauranga Māori, i te mea kei te pupuri ēnei kōrero i ngā taonga tuku iho ā wō tātau tūpuna. Ka taea hoki ngā pūrākau te whakarato i ngā pūmanawa ako i roto i te akomanga. Nā reira ko te kaupapa matua o tēnei rangahau, ko te tūhura ki te whakahāngai i te pūrākau, i te pakiwaitara, i te kōrero tuku iho hoki, hei wheako akoranga tino whai hua i roto i ngā kura kaupapa Māori. I whakahāngaitia anō tētahi huarahi rangahau, tikanga Māori, mā te whakamahi i tētahi anga o ‘Ngā Tai o Whakaaro’ me ngā mātāpono o Te Aho Matua, hei wetewete i ngā raraunga, me te whakaatu i ngā uara e huna ana i ngā pūrākau. I whakamahia te tātaringa kaupapa (thematic analysis) i ngā tikanga arohaehae me ngā kaupapa pūputu i ngā raraunga (Braun & Clarke, 2006). I whakamaheretia te rangahau nei, ki ngā pātai, mai roto i ngā uiuinga, ki te tirotiro ki te whakamahinga o ngā pūrākau, ki roto i ngā mahi whakaako o ngā kaiako e waru, i roto i ngā kura kaupapa Māori. Ko te pātai matua: He nui ngā hua i puta mai i ngā kitenga i ngā kaupapa maha, me te hononga anō o ngā kaupapa ki ngā mātāpono o Te Aho Matua. Ka tirotiro e te rangahau nei ēnei tino hua. Ko te whakamahinga o te pūrākau, he whai mana ki te whakatinana i te mātauranga Māori, kua mau ki roto i ngā pūrākau. E whai hua ana te whakamahi pūrākau hei whakaakoranga i ngā wheako ako. Kua kitea te angitū me te orangatonutanga o te mātauranga i roto i ngā kura kaupapa Māori nā te whakamahi pūrākau. Kua kitea hoki te whakaritenga anō o te pūrākau, kia torotoro i te kaha o te ako, hei tautoko i ngā mahi ako mō te roanga o te wā. Ko te whanaketanga ahurea anō hoki tētahi āhuatanga kua kitea.Item How do principles of kaitiakitanga (aroha, tiaki mauri, tiaki hakapapa) contribute to mokopuna Māori? : a thesis presented to Massey University of Aotearoa New Zealand in fulfilment of the requirements for the degree of Master of Education in Māori Education, Te Kura o te Mātauranga Institute of Education, Te Kunenga ki Pūrehuroa Massey University(Massey University, 2024) Peri, Sarah Helen KararainaThis rangahau will weave together the dreams and aspirations of my tūpuna, the pūrākau, memories and lived experiences of four generations of my whānau, ultimately providing a future blueprint of how principles of kaitiakitanga will contribute to mokopuna Māori for generations to come. This rangahau centers on the identification of kaikoha as kaitiaki within the discourse of kaitiakitanga, emphasising their role as both significant contributors to and holders of mātauranga Māori. The rangahau explores the expressions, experiences, and understandings of tiaki hakapapa, aroha, and tiaki mauri shared through pūrākau. It demonstrates the embodiment of kaitiakitanga principles, emphasising the importance of hakapapa, home, and whānau. The methodology encapsulates the essence of these pou, creating a rangahau framework that reflects a holistic, interconnected worldview and contributes to the growing discourse on indigenous research methodologies, emphasising the importance of kaitiakitanga principles as both a guiding framework and a source of accountability for the kairangahau. The findings aim to enrich the understanding of kaitiakitanga as a methodological approach and its implications for rangahau practices within indigenous contexts. This Master's thesis critically examines the utilisation of pūrākau, as a methodology in academic research, challenging established Western academic constructs. It explores the transformative potential of pūrākau in challenging the rigidity of conservative Western academic paradigms, adopting a unique methodology rooted in the principles of kaitiakitanga—aroha, tiaki mauri and tiaki hakapapa. The rangahau revolves around the immersive engagement with these three pou, shaping the rangahau process and the exploration of kaupapa kōrero. The rangahau unveils how pūrākau disrupts and reshapes traditional academic structures, offering an alternative framework deeply rooted in tikanga Māori epistemologies. It scrutinises the clash between Māori and Western worldviews and discusses the implications for research ethics, knowledge production, and the broader academic community. As pūrākau becomes increasingly ubiquitous in Māori academic circles, this rangahau contributes to the ongoing conversation surrounding indigenous research methodologies and the decolonisation of knowledge. The study advocates for a paradigm shift that recognises and values diverse knowledge systems, positioning pūrākau as a powerful tool for redefining research methodologies and fostering a more equitable and inclusive academic landscape. Expressed through a Kaupapa Māori lens, this rangahau is a collaborative effort written by, with, and for Māori. The kairangahau reflects on the privilege of capturing the pūrākau of their whānau. The kōrero collected are presented as a written record and narrative for future generations into what kaitiakitanga looks, sounds, means, and feels like.Item Wairua and the relationship it has with learning te reo Māori within Te Ataarangi : a report presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University(Massey University, 2005) Browne, Marcia HThis “compressed ethnographic study” (LeCompte & Schensul 1999:59,88) investigates wairua as an aspect of second language acquisition within the organisation of Te Ataarangi, and suggests that wairua is an important phenomenon within the discipline of second language teaching and learning. As this particular area of enquiry has not been a subject of research, the literature review was essentially interdisciplinary. A literature search that incorporated Ethno-linguistics, Linguistics, Psycholinguistics, Philosophy, Psychology, Physics and Indigenous epistemologies provided the support for clear understandings that are being discussed in this thesis. An analysis of ‘organic intellectual’ experiences and flax-root theory regarding wairua and its relationship with learning te reo Māori was interpreted through Māori and Language Acquisition epistemologies based upon implicit learning, and then tied back to other disciplines when the literature was scarce. Wairua a spiritual phenomenon, as described by participants in this study enters the learning environment through a variety of means, which can then be utilised within the teaching and learning process. It is posited that this is essentially through a physical gateway as paralinguistic phenomena, such that sound vibration derived from positive thought intent with related kinaesthetic body responses act as vehicles to transport wairua. Thus wairua becomes an affective input for the implicit unconscious of students. Common links, patterns and themes within participant interview material triangulated with observations, written teaching resources and documents were arrived at with the aid of NVivo, a computer program designed specifically to “give access to data” that “can be examined and analysed” (Gibbs 2002:11) in order to build theoretical understandings. Teaching principles and practices identified by participants as the essential keys in accessing wairua to enhance the learning of te reo Māori are documented. This study opens the field for further investigation which potentially strengthens the work being done to “further current goals for Māori wellbeing” (Durie1995:8) within the cultural framework of a Māori world view.Item A red-tipped dawn : teaching and learning about indigeneity and the implications for citizenship education : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Palmerston North, Aotearoa New Zealand(Massey University, 2020) Tawhai, Veronica Makere HupaneThe politics of Indigeneity and reconceptualisations of citizenship education present both challenges and opportunities to those of us engaged in teaching and learning about Indigeneity and citizenship in settler colonial societies. Utilising Kaupapa Māori (Indigenous, decolonising, critical) practitioner ethnography, this project investigated "what is best evidence-based practice in teaching and learning about Indigeneity? and what are the implications for citizenship education?" by examining existing literature and interviewing senior Indigenous, expert Indigeneity educators from Turtle Island (mainland USA and Canada), Hawai’i, Australia and Aotearoa. The findings from these interviews in particular offer significant guidelines for Indigeneity educators into the future: (1) best evidence-based practices in teaching and learning about Indigeneity, including the specific outcomes sought, the challenges that may be encountered with learners, and then curricula and pedagogical considerations to overcome these particular challenges; (2) citizenship as a site of Indigeneity struggles and the subsequent implications of Indigeneity for citizenship education, including what might be some initial curricula elements of transformative citizenship education in settler colonial societies, and; (3) the implications of best evidence-based practices in teaching and learning about Indigeneity for citizenship education generally in the areas of praxis, curricula and pedagogy.