EDUCA200-19B (HAM)

Te Hononga Tangata

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz
: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: hinerangi.kara@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: mahue.dewes@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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Aims of the course:

The aim of this paper is to prepare students to recognise local and global cultural diversity and to work in culturally appropriate ways with diverse others in contexts where educational outcomes are sought. This competency is well recognised globally as an essential attribute of a global citizen, and in educational contexts it is a baseline requirement for successful engagement with learners where development is a goal. Te Hononga means "the linking, the connecting and bringing together". In the context of this paper, Tangata is people, and so acknowledges the linking, connecting and bringing together of peoples and cultures. The word "Tangata" resonates with the University motto "Ko te Tangata" which means "for the people".

The perspective taken on this course:

Working in culturally appropriate ways requires respect; but first it calls upon the individual to recognise their own cultural positioning. Students will work in diverse groups, to learn about the multiple meanings of cultural appropriateness, particularly in relation to the learning stories of each of the course participants.

Aotearoa New Zealand was founded on the basis of a bicultural commitment to partnership with the Indigenous people, Māori. Thus, this paper will begin with a discussion of Te Tiriti o Waitangi and its implications for both sides. Students will be required to learn and understand elements of Mātauranga Māori, including te reo and tikanga Māori, recognising that some will already have relevant skills and understandings. The notions of kaupapa Māori and Indigeneity will be discussed in relation to students' own cultural identity.

The implications of a bicultural commitment will be discussed in relation to the positioning of Aotearoa in the Pacific, and the role of its citizens in relation with other nations. From this understanding students will be encouraged to develop familiarity with the elements of another language or culture not their own.


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Paper Structure

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This paper is taught over a 12-week semester. There is an 1-hour lecture each week from 11-12 in LG. 05 and one 2 hour tutorial. All students are expected to attend the weekly lecture and tutorials.

It is necessary to read the weekly course readings in preparation for tutorials. Supporting resources relating to course content will be available on moodle.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Integrate Kaupapa Māori and Indigenous perspectives in the context of the learning journeys of diverse others;
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  • Understand the role of agency and identity in educational contexts;
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  • Demonstrate the requirements of working and communicating appropriately in a multi-cultural group;
    Linked to the following assessments:
  • Demonstrate a critical understanding of the role of Mātauranga Māori and Indigenous perspectives on the concepts, methods and knowledges that constitute education;
    Linked to the following assessments:
  • Critically discuss the role of their cultural positioning in learning and knowing.
    Linked to the following assessments:
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Assessment

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All assessments are compulsory and must be submitted to successfully complete this paper.


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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment 1: Reflection on my experience of agency and identity
9 Aug 2019
11:30 PM
30
  • Online: Submit through Moodle
2. Assignment 2: Professional reading discussion
30 Aug 2019
12:00 AM
40
  • Online: Submit through Moodle
3. Assignment 3: Reflection on cross-cultural positioning
4 Oct 2019
12:00 AM
30
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Bishop R., & Glynn, T. (2000). Kaupapa Maori messages for the mainstream. Set, 1, 4-7.

https://www.nzcer.org.nz/nzcerpress/set/articles/kaupapa-maori-messages-mainstream

Gay., Geneva. Cultural elements.

https://www.youtube.com/watch?v=L9--vdDEk6I

Koss, M. (2015). Diversity in contemporary picturebooks: A content analysis. Journal of Children’s Literature, 41(1), 32-42.

Milne, A. https://www.pond.co.nz/detail/4271919/he-ara-whakamua-ann-milne-youtube

Mutu, M. (2003). The Humpty Dumpty Principle At Work: The Role of Mistranslation in the British Settlement of Aotearoa, the Declaration of Independence and He Whakaputanga o te Rangatiratanga o nga Hapu o Nu Tireni. In S. Fenton (Ed.),For Better or Worse: Translation as a Tool for Change in the South Pacific (pp. 11-36). Manchester, UK: St. Jerome.

Royal, T. A. C. (2012). Politics and knowledge: Kaupapa Maori and matauranga Maori. New Zealand Journal of Educational Studies, 47(2), 30.

Tātaiako https://educationcouncil.org.nz/required/Tataiako.pdf

Tapasā https://educationcouncil.org.nz/sites/default/files/Tapasa%CC%84.pdf

Tawhai V.M.H. (2016). Indigenous Peoples and Indigeneity. In: Peterson A., Hattam R., Zembylas M., Arthur J. (Eds.), The Palgrave International Handbook of Education for Citizenship and Social Justice. London, UK: Palgrave Macmillan. https://link-springer-com.ezproxy.waikato.ac.nz/content/pdf/10.1057%2F978-1-137-51507-0_5.pdf

Wilson, K. (2017). The Treaty of Waitangi: Preparing beginning teachers to meet the expectations of the new professional standards. Waikato Journal of Education, 8(1). http://www.wje.org.nz/index.php/WJE/article/view/442

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Recommended Readings

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Amundsen, D. (2018). Decolonisation through reconciliation: The role of Pākehā identity. Mai Journal. 7(2), 139–154. http://www.journal.mai.ac.nz/sites/default/files/MAIJrnl_7_2_Amundsen_FINAL.pdf

Bell, A. (2006). Bifurcation or entanglement? Settler identity and biculturalism in Aotearoa New Zealand. Continuum, 20(2), 253-268. https://www-tandfonline-com.ezproxy.waikato.ac.nz/doi/abs/10.1080/10304310600641786

Berryman, M., Egan, M., & Ford, T. (2017). Examining the potential of critical and Kaupapa Māori approaches to leading education reform in New Zealand’s English-medium secondary schools. International Journal of Leadership in Education, 20(5), 525-538.

Berryman, M., SooHoo, S., Nevin, A., Ford, T., Nodelman, D., Valenzuela, N., & Wilson, A. (2013). Culturally responsive methodologies at work in education settings. International Journal for Researcher Development, 4(2), 102-116.

Ihimaera, W. (1998). Growing up Māori. Auckland, N.Z.: Tandem.

Ip, M., & Friesen, W. (2001). The New Chinese Community in New Zealand: Local Outcomes of Transnationalism. Asian and Pacific Migration Journal, 10(2), 213-240.

Lee, J. (2007). Jade taniwha: Māori-Chinese identity and schooling in Aotearoa. Auckland N.Z.: Rautaki.

Macfarlane, A. H., Macfarlane, S., & Webber, M. (Eds.). (2015). Sociocultural realities: Exploring new horizons. Canterbury University Press.

Mackley-Crump, J. (2013). The Festivalization of Pacific Cultures in New Zealand: Diasporic Flow and Identity within Transcultural Contact Zones. Musicology Australia, 35(1), 20-40.

Milne, B. A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools (Doctoral dissertation, University of Waikato). https://researchcommons.waikato.ac.nz/handle/10289/7868

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Online Support

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This paper is supported by an online Moodle site. Notices and lecture guides will be distributed through this site, and all assignments must be submitted through the site.

Each week the site will be updated with information about the week’s lectures and any supplementary readings. You should check the class Moodle site on a regular basis.

Online web address: http://elearn.waikato.ac.nz/ or you can click on the Moodle link on the university home page.

You can use the online web site for general questions, for giving feedback on how things are going, and for contacting your tutor. Any issues can be discussed with your tutor or the paper convenor through the Private Conversation forum on the Moodle site.


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Workload

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36 contact hours

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Linkages to Other Papers

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Prerequisite(s)

At least one 100 level paper.

Corequisite(s)

Equivalent(s)

Restriction(s)

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