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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 Getting insight into the wellbeing needs of Māori youth : perspectives of students attending alternative education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Albany, New Zealand(Massey University, 2020) Haerewa, Madeleine AmyThis research seeks to explore the wellbeing needs of rangatahi Māori (Māori youth) who attend alternative education (AE) in New Zealand (NZ). Rangatahi Māori have a significant disadvantage compared to non-Māori due to disparities in educational attainment and mental health standing. Rangatahi Māori who attend AE are at an even greater disadvantage as they have been excluded from mainstream education, and in attending AE, are identified as a population of youth displaying the highest proportion of health-risk behaviours in NZ. This research produces evidence that holistic approaches to wellbeing are needed to improve outcomes for rangatahi Māori. The study develops a methodological framework for a Māori-centred research praxis, using pūrākau as a form of narrative inquiry and photo-elicitation as an ancillary tool in facilitating rangatahi Māori voices. Both rangatahi Māori and their AE tutor’s perspectives are collected through kanohi-ki-te-kanohi (face-to-face interviews) and focus groups. Key findings identify a range of wellbeing needs for rangatahi Māori, in their whānau (family), school and personal life, after they have navigated mainstream education and are placed within AE environments. Findings demonstrate the importance of rangatahi Māori feeling connected in their relationships and with their environment. This includes relationships with their whānau, tutors, romantic relationships, friendships and connection to their school environment. Rangatahi Māori need to have positive connections with the people in their life and their environment to best support their wellbeing. Findings indicate that whānau-like environments within AE promote school engagement. Furthermore, rangatahi Māori are advantaged when their connections and networks in the greater community are facilitated through their whānau-like relationships within AE. This thesis contributes new knowledge about the wellbeing needs of rangatahi Māori and concludes that a wider pūnaha hauropi (socio-ecological system) approach should be considered to optimise the wellbeing of rangatahi Māori who have or are at risk of experiencing school disenfranchisement.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.Item E tipu ana te mana tāngata : supporting the development of leadership to enhance the quality of Māori students' learning in bicultural schools in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatu, New Zealand(Massey University, 2019) Dow, Susan RosemaryThe quality of Māori students’ learning in bicultural schools in New Zealand can be likened to the skeleton of a great moa in a Canterbury museum depicted in a poem written by Curnow (1979). Once vibrant and carefree, the moa was now unable to stand without the support of scaffolding. The egg beside it was cracked and glued together, devoid of life and hope. Many Māori students experience education like this. Their innate learning capacity has become extinct. Their learning is propped up by the scaffolding of remedial supports, their potential cracked and broken. Too few Māori students stand independently upright in their learning. Glen Colquhoun (1999) recently wrote a poem, “The trick of standing upright here is to use both feet” in response to Curnow’s lament. The feet can be likened to cultural perspectives. Māori in mainstream schools are commonly expected to stand one footed in a monocultural Eurocentered environment that is unnatural to them. Leaders must learn to make room for the other foot, the Māori centered understanding of the world on which Māori students can more naturally lean. This will eliminate the need for support and prepare students for active learning. Colquhoun (1999) continues “The art of walking upright here is the art of using both feet. One is for holding on. One is for letting go”. Leading in this manner, moving between the worlds of each foot, will help support students experience quality learning. The mana tangata, the power and authority, or efficacy (H. Tomlins-Jahnke & Mulholland, 2011), of leaders and learners will grow. Most mainstream schools are led by Pākehā in New Zealand. Therefore leading Māori students to first stand and then walk on two feet requires leaders to achieve a high level of personal cross cultural competency. I am a Pākehā woman working in a bicultural Christian school. I conducted three phases of action research to support quality teaching and learning for Māori students. I then used autoethnography to construct an evocative and analytical account of the research, including the deep reflections needed for me to make sense of the cultural interactions.Item Te Kete Tua-ātea, Māori modelling of the future and the kaitiakitanga of water : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Resource and Environmental Planning at Massey University, Manawatū, Aotearoa New Zealand(Massey University, 2019) Baker, Mahina-a-rangiThis research arose from the experience of our iwi, Te Āti Awa ki Whakarongotai, struggling to control the future trajectory of the health of our water and the health of our people. We came to recognise that our political aspiration to realise our tino rangatiratanga in relation to water was strongly dependent on our knowledge capability, in particular, our capability to identify, examine and communicate the likely effects of future scenarios on our water. The aim of this thesis was to propose and operationalise a mātauranga Māori framework and futuring tools that iwi can apply in decision-making to assist them in realising the futures they wish to see for water systems. Ngā Kete o te Wānanga has been presented as a complete mātauranga Māori theoretical framework, and each kete or component has informed the generation and application of specific aspects of knowledge and the tools that are required for the kaitiakitanga of water. Te Kete Tua-uri has informed the production of a rich iwi ontology of water that provides a more in-depth understanding of what water ‘is’ from a Te Āti Awa perspective. Te Kete Aronui has informed the development and application of tools to facilitate observations across the broad iwi values of water. These include novel tools for monitoring the integrity of decision-making processes, and a survey tool for monitoring the well-being attributes of wairua and whakapapa connectivity in our rohe. The research has shown how the recognition and revitalisation of Te Kete Tua-ātea knowledge and tools as a distinct field of mātauranga Māori is particularly crucial to the practice of kaitiakitanga. This has involved developing and applying futuring tools such as quantitative models to generate knowledge about the infinite possible future scenarios for our water catchments that can be used to inform decision-making processes. The application of Ngā Kete o te Wānanga can make a significant contribution to improving the way that water is cared for in Aotearoa. The research has demonstrated the power of returning to the enduring wisdom of mātauranga Māori, and the benefits of a kaupapa/values-based, whole-of-system, future-oriented approach to water care.Item Tūpekepeke! Māori knowledge and practices in health and physical education : the perspectives, experiences and aspirations of secondary school teachers' : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Arts in Māori Studies at Massey University, Palmerston North, Aotearoa New Zealand(Massey University, 2016) Tawhai, Daniel Tiotio BurfieldThis thesis explores What are the perspectives, experiences and aspirations of secondary school Health and Physical Education teachers’ to better implement Māori knowledge and practices in their lessons? Individual, semi-structured, in-depth qualitative interviews were conducted with three secondary school Health and Physical Education (HPE) teachers with similar teaching experience, but different ethnic backgrounds. It was found that HPE teachers see Māori knowledge and practices as an effective way to enhance Māori student achievement, increase awareness of Māori culture amongst non-Māori students, and promote the overall development of Aotearoa New Zealand as a nation where indigenous knowledge and practices are a valued and contributing part of life and society. In order to achieve this, HPE teachers recommended development in teacher training programmes, professional development for practicing teachers’, and the development of resources and networks of teachers in the area of Māori knowledge and practices specific to HPE in Aotearoa New ZealandItem An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Manawatū, Aotearoa New Zealand(Massey University, 2018) Vander Zwaag, Carrie EileenDisparity in education is a problem confronting educational researchers and practitioners. Within Aotearoa New Zealand, science education inequity is evidenced in a gap - one of the widest internationally - between high and low performers on international assessments. Māori and students of other non-dominant cultural backgrounds are disproportionally represented at the bottom end of this performance scale. Literature indicates that differentiation – the modification of curriculum and instruction to support students with academically diverse learning needs through adaptations to content, process, or product – is an inclusive teaching and learning strategy with the potential to increase educators’ abilities to meet diverse students’ needs. However, little research or evidence exists to provide teachers with the framework to differentiate effectively in mainstream science classrooms. This mixed methods action research (MMAR) investigation enabled a rural, bicultural Aotearoa New Zealand school community’s years 9 and 10 students (ages 12-15), their science teachers and whānau (families) to firstly, share their perspectives on current classroom practice, and from these perspectives, collaboratively develop, implement and evaluate a differentiated science unit. The study utilised both quantitative and qualitative data collection strategies, including surveys, individual interviews, classroom observations, focus groups, and collaborative professional development and planning sessions. The objective was to expand the evidence base of effective teaching and learning strategies for all learners within diverse mainstream secondary science classrooms including those identified as at risk for under-achievement such as students with learning difficulties, exceptional science talent and of Māori or other non-dominant cultural backgrounds. Findings suggest there is value in teachers using differentiated materials designed for gifted learners when the gifted differentiation principles and practices are adapted and implemented in response to community input. Findings indicate that student engagement and learning in science – for Māori and non-Māori students from across the learning spectrum – improved in all aspects that teachers chose to differentiate, including: relevance of content, assessment and accommodation of student readiness, and variety and choice in process and product. From the research findings, a model of community-driven differentiation, he waka eke noa: differentiation in 3-D (teacher/student/whānau), has been conceptualised that could potentially be a strategy for increasing the quality of culturally responsive science teaching and learning that meets diverse students’ needs both within Aotearoa New Zealand and internationally.Item How do principals of English-medium primary schools understand Māori students achieving educational success as Māori, and what are the factors that influence the development of this understanding : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatū, New Zealand(Massey University, 2018) De Goldi, John AnthonyThis thesis investigates how the principals of English-medium primary schools understand Māori students achieving educational success as Māori. Additionally, it explores the factors that support and hinder the development of their understanding. A qualitative case-study was used to explore the understanding and experiences of the 28 principals of all English-medium, full and contributing primary schools on Te Tai Poutini West Coast of Te Wai Pounamu South Island. Twenty-seven principals were interviewed in their own schools over a period of two months, while one principal completed an on-line questionnaire. The study found that English-medium primary school principals’ understanding of Māori students achieving educational success as Māori align largely with the vision for young people who are confident, connected, actively engaged lifelong learners. Additionally, principals incorporate the acquisition of other skills and knowledge including the learning of te reo Māori that will enable students to participate in and contribute to te ao Māori. Although their descriptions approximate the broad student outcomes outlined in Ka Hikitia, few principals in this study refer specifically to them. The findings from this study also bring to light a complex lattice of interacting connections and disconnections with place, people, and the power of Pākehā/Eurocentric hegemony that frames and influences the development of principals understanding of Māori students’ educational success as Māori. Factors of physical and cultural isolation, and disconnection with Poutini Ngāi Tahu, hinder principals’ ability to develop a wider understanding of Māori students’ educational success as Māori. The thesis concludes that although principals are the leaders of learning and teaching in their schools, they need support from, whānau, hapū, iwi and perhaps most importantly, the Ministry of Education, to connect with people, place, and the power of Pākehā/Eurocentric hegemony in order to develop their understanding of Māori students achieving success as Māori.Item Out of sight, out of mind : truancy, through the lens of five Māori 'truants" : a thesis submitted in partial fulfilment of the requirements for the degree of Masters degree in Education at Te Kupenga o Te Mātauranga/Massey University College of Education, Palmerston North(Massey University, 2006) White, MarilynOut of Sight, Out of Mind: Truancy, through the lens of five Māori 'Truants'. "But I feel sorry for our kids, because I know once they get outside the gates, a lot of [teachers] are saying.... "Out of sight, out of mind- they're not my problem". And then, the next group- they're complaining or handing out statistics of how many Māori people are in institutions" (Simon, 1993, p. 21) Defining the cause and solutions as to why Māori students truant by non-Māori definitions can be problematic, especially if it creates a profile based on stereotypes and assumptions. It is likely that truants and their backgrounds are viewed as culturally deficient, socially inept and intellectually ignorant about the value of education. Furthermore, truancy linked to 'at risk' youth, creates discourse not only about the 'truant', but also about their families. Such discourse might construct them as also being "abnormally integrated, socially irresponsible and morally defective (Jacka, Sutherland, Peters & Smith, 1997:10). Current literature provides definitions of truancy and descriptions of a culture of schooling, where some students have found it very difficult to 'fit'. For those who do find space in the classroom, it can come at a cost. 'Out of Sight, Out of Mind' examines truancy, through the lens of five Māori students in order to provide some understanding of some of the causes behind this social phenomenon. It is anticipated that the results of this study will contribute to more positive outcomes on education for Māori students in the mainstream education system. Interviews with a small group of Māori students and their parents, reveal their experiences in mainstream schooling, and identify areas of concern that escalated into their student's decision to withdraw from school. Initially, withdrawals were from individual lessons or subjects, escalating into withdrawing for whole days at a time.Item An impact evaluation : Healthy Messages Calendar = Te Maramataka Korero Hauora : submitted in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University, Albany, New Zealand(Massey University, 2006) Robertson, Heather RuthA health promotion intervention the 'Healthy Messages Calendar (Te Maramataka Korero Hauora)' was produced by a collection of community groups and provided free to every household in Tairawhiti. The purpose of this study was to conduct impact evaluation to determine if this calendar was an effective health promotion tool for the dissemination of health information and promotion. The researcher was interested in discovering what selected people in the community thought of the calendar, what improvements could be made and how the calendar was of benefit to them. Consistent with impact evaluation, a documentation review was carried out on the Maramataka calendar file held at the Public Health Unit in Gisborne. As well, qualitative data were obtained from five focus groups: four focus groups from selected cohorts in the community and one of stakeholders or key players in the development of the calendar. The data were analysed using a general inductive approach. From this information, an assessment was undertaken to determine if the project objectives were met. In addition, all data collected were used to assess if Maori health needs were met using the whare tapa wha model of Maori health as the assessment tool. The results highlighted the positive link between health promotion practice and meeting the health promotion needs of a local community. From this study it was determined that the 'Healthy Messages Calendar (Te Maramataka Korero Hauora)' project was a valuable social marketing tool that fitted into the context of New Zealand society. The focus groups feedback indicated an overwhelming positive community response for the calendar. The local production of the calendar and the use of the children's artwork to promote the messages were identified as being important to the acceptability of the calendar. However, there were areas of improvement identified mostly around the calendar design and funding for the calendar. Greater involvement of Maori at all levels was also identified as a need. Therefore, the information gained from this study provides useful information that not only improves the 'Healthy Messages Calendar (Te Maramataka Korero Hauora)' project but can also be utilised to plan future health promotion programmes.