Kanohi ki te kanohi
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This document summarizes a hui (meeting) that was held to discuss issues affecting M¨¡ori students in the education sector. The hui brought together principals, teachers, families, and students to present the Ka Hikitia document and begin reflecting on how to improve measurable gains for M¨¡ori students. Participants discussed important issues in breakout groups and shared perspectives. Students also had a chance to voice what was important to them at their schools. The hui emphasized working together collectively and empowering voices to help raise achievement for M¨¡ori children through encouragement and celebration of successes.
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Kanohi ki te kanohi
- 1. Kanohi ki te Kanohi- Raising awareness and knowledge that contribute to success for Maori in the education sector.
- 2. Why did we use a hui approach?To give credibility to the process of hui as a vehicle for non- threatening discussion and familiarise others with the process.To use a cultural context to enable whanau to feel acknowledged.Using a culturally responsive context also empowers educators to reflect and review their own approaches for engaging whanau.
- 3. PurposeOur target audience was local schools who are part of our South Taranaki cluster.A specific focus was to enable a diverse group of people to meet and discuss issues for Maori in the education sector:Principals and teachersWhanauStudents
- 4. FOCUS?This hui had a specific focus?To enable a diverse group of people to discuss issues for Maori in the education sector.?Principals and TeachersWhanauStudents??To present the Ministry of Education document KaHikitia??To begin the process of reflection and review of what is happening currently in ¡®my school¡¯ using the Measurable Gains Framework 3.2??Presenters: Ngahina Transom Nicola Chase(Currently working with the Te Kauhua MOE Project phase 3)TiriBailey-Knowell RTM Kaareen Hotereni RTM Wiki RTM???
- 5. He aha temeanui o teao?He tangata, he tangata, he tangata.The ¡°mahitahi¡± groups combined school representatives to focus on aspects pertinent to the success for their children. It enabled a collective voice to be heard.
- 6. Tamariki were involved in games initially to enable them to develop a sense of working together. They were then placed in groups and a senior student given the role of group leader. All students were encouraged to have a say about what was important to them at their school and their collective voice was presented to all hui participants. It was empowering for the junior students to be mixed with senior students and for school groups to be mixed.
- 7. The power of korero from parents and students enabled us to hear the evidence of the effect education had on them. It was not about blame ¨C it was what was done!
- 9. Whakahau, whakamana, whakahihiAs an NZEI initiative it reminds us of our responsibility towards raising achievement of our tamariki and celebrating our successes of doing so.Encourage, be proud and celebrate!
- 11. Thanks to the contributing schools, their students¡¯ voice, their parents and staff, and the contribution of all who have enabled us to reflect, review, challenge and make changes ¨C to do what we should be doing and have a responsibility to do!
Editor's Notes
- #2: TePumaomao workshop with Takawai and Christine Murphy ¨C precursor of this Hui.As a result of a school review around curriculum delivery and discussion with parents, staff were aware of the need to upskill in their knowledge of Te reo and tikanga Maori. It has been quite a journey over the last 3 years. With the knowledge that our children move on to Intermediate and with some funds from the RTLB we organised a hui for other schools in our cluster, with the focus on Treaty of Waitangi. Kanohikitekanohi was the next stage.
- #3: Past experience of Ramanui discussions had acknowledged that a culturally responsive context was important. Initially we had decided on a 2 day hui held at a local marae however this was not widely supported by our cluster. We decided on a local venue, one day, however we would follow protocols so that our whanau would feel non threatened.
- #5: The use of our local Resource Teachers: Maori was invaluable. It also enabled them to meet with other Principals who may not have been aware of their availability to give assistance.
- #6: Being able to group people according to their role, ie parent, teacher, student and from a variety of schools allowed for robust discussion without fear of saying things ¡°out of line¡±. Notes were collated without reference to particular schools, persons.
- #7: Student voice is an excellent way to gauge the general feeling about an area. Tuakana-teina in evidence.
- #8: This was very empowering. People spoke from the heart. There was no blame attached ¨C it was just ¡°how it was¡±. But there was a strong message for us.
- #10: This is about US! We need to take ownership, stop blaming
- #11: Student voice is our best indicator of what we are doing and its effect!!!!! These tamariki were empowered to speak up and tell us what is important to them and how what we do affects them and their perception of who and what they are. It was very humbling for many of us.