Science and Mātauranga Raising Achievement of Māori Marama Pōhatu Te Rangatahi Ltd

Session Goals Establish knowledge of strategies to support engagement with Māori learners/whānau/iwi/community Explain how 1) links to raising Māori achievement in science Recognise what constitutes scientific knowledge Implement practical strategies for individual classrooms/schools

Tauparapara Whakataka te hau ki te uru Whakataka te hau ki te tonga Kia mākinakina ki uta Kia mātaratara ki tai E hī ake ana te atākura He tio, he huka, he hauhunga Tīhei mauri ora!

Te Reo Pākeha Prepare for the westerly Prepare for the southerly It will be icy cold inland It will be icy cold on shore May the the dawn rise red tipped on ice, snow, and frost; “THE PROMISE OF A GLORIOUS DAY”

Metaphors, References; concerned with the Universe, Earth, Sea, Sky, Night, Outer Space 1) Acknowledges the great forces within the environment that are at work – the helpful but constant westerly, as well the bitterly cold southerly winds 2) Loosening of the harmful; but strengthening of the useful bonds – once a southerly ceases a cold but windless night will follow 3) Naming a oneness with the Atua - an awe inspiring dawn transforming the icy snowscape

Mihimihi Acknowledge the geographical features of a tribal area as well as whakapapa (genealogy) More important than one’s name – often the last piece of information to be shared Establish links with those present - whakawhanaungatanga Critical to Māori – to know ones whakapapa is to know one’s identity Starting platform to explore scientific concepts, processes and knowledge as well as te reo Māori

Purpose Acknowledging the value and integrity of Māori knowledge and practices Sharing information about yourself Evidencing a commitment to Te Āo Māori Developing effective relationships Undertaking professional development; evidencing RTC indicators

Success Stories Vision Mātauranga Policy – Success for Māori means success for New Zealand Unlocking the science and innovation potential of Māori knowledge people and resources will benefit all New Zealand M.S.I. (2013) Colouring in the White Spaces – a secure cultural identity in school connects students’ self and academic learning to the many worlds beyond school — including the international and future spaces. Milne, A. (2009)

Success Stories cont. Trial and evaluation of different modalities, pedagogies and content. “By me developing my knowledge of, and recognising different world views and ‘ways of knowing’ to support the students make sense of the content, it was clear that students warmly received the use of a different teaching style. They commented on the change and the enjoyment gained from the change. It was also clear that it was not just the Māori and Pāsifika children who would benefit from the use of different teaching pedagogies but that all children would benefit.” MOE (2009)

Success Ongoing beneficial relationships between iwi, schools and scientists “The power dynamics within research relationships changes when research collaborations are formed between researchers and indigenous peoples. Collaboration is about sharing with and learning from one another”. Cram, F. (2002)

Group Task Reflect on one Māori learner – past or present who has not achieved Discuss: Possible reasons Management at the time Possible solutions Process to follow

Ka hoki ahau ki taku kura? When I return to my school Take the first step – pronunciation, developing relationship/s, further research: culturally located learners, content knowledge, evidenced best practice, Te Kotahitanga, Hikairo Rationale – Edu - Cultural Wheel Contact local whānau/iwi/community – MOE – (ref Human Resources Contacts) Kia Hiwa Rā! (Be alert) Wider Issue - Science Literacy for Māori learners (NZCER 2010) Self Review Tool for RTC – Professional Relationships and Professional Values and Professional Knowledge in Practice Tātaiako Cultural Competencies for Māori Learners Kiwi Leadership for Principals/Tū Rangatira

Kōrero Whakamutunga “The culture of the child cannot enter the classroom unless it has first entered the consciousness of the teacher” Peters, S. (2010)

Human Resources Students, whānau, iwi, colleagues, local, local, local….. Pouherenga Mātauranga on/ContactUs/PouherengaMataurangaAndIwiMaoriLiaisonOfficers.aspx on/ContactUs/PouherengaMataurangaAndIwiMaoriLiaisonOfficers.aspx Ka Tepea te Kō Kate Rice National Sciences Coordinator, NCEA Facilitator: Mau ki te Ako Consortium (03) South Island, Central Southern (Through Regional Ministry) Mikhal Stone National Science Advisor: Team Solutions Consortium; Auckland and Northern Region (Through Regional

Resources Māori research protocols Maramataka - various iwi perspectives Indigenous Water Management/Sustainability Tensions and solutions around engaging with Māori communities Exploring Culturally Responsive Pedagogies in Science Good practice for engagement with Māori WAI 262 submission

References school-s-tuata- school-s-tuata to-school/chapter-three-characteristics to-school/chapter-three-characteristics rationale&catid=13:interventions-for-maori-students&Itemid=21 rationale&catid=13:interventions-for-maori-students&Itemid=21