MAOED523-19C (BTG)

Maori Educational Policies: Their Development and Some Strategic Responses

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Whiringa Educational Leadership and Policy

Staff

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Convenor(s)

Mere Berryman

Mere Berryman
3567
UWTA.1.18
To be advised
mere.berryman@waikato.ac.nz

Lecturer(s)

Paul Woller

Paul Woller
5331
UWTA.1.16
To be advised
paul.woller@waikato.ac.nz

Therese Ford

Therese Ford
3557
TCBD.4.03
To be advised
therese.ford@waikato.ac.nz

Administrator(s)

: helen.findlay@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

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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This paper examines the historical and contemporary politics and practices that have contributed to the current education disparities that affect Māori people in particular, but also the wider fabric of New Zealand society. This paper then considers historical and contemporary policies developed to address these disparities and a number of programme responses that have ensued.


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Paper Structure

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The majority of this paper is taught online. There is one, two-day on-campus component held at 142 Durham Street, Tauranga, on 24 and 25 January 2019. Attendance at these face-to-face sessions is compulsory. The teaching recess is from Monday, 15 April until Sunday, 28 April.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Through participation in this paper, students will have the opportunity to develop and at the end of the course it is expected that students will have acquired:
    Linked to the following assessments:
  • a greater knowledge and critical understanding of the historical and contemporary factors associated with the disparities between Māori and non-Māori evident in education today;
    Linked to the following assessments:
  • a critical understanding of the fundamental principles of the Ministry of Education's Māori Education Strategy, Ka Hikitia;
    Linked to the following assessments:
  • greater knowledge and critical awareness of the models of learning underpinning some of the policies and initiatives associated with Ka Hikitia;
    Linked to the following assessments:
  • greater knowledge and critical understanding of the research methodology associated with some of the initiatives associated with Ka Hikitia; and
    Linked to the following assessments:
  • further skills in evaluating and critiquing research reports in education.
    Linked to the following assessments:
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Assessment

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Resubmissions / Ngā Mahinga Tuaruatanga

There is no opportunity to resubmit work in this paper.

Assessment Strategy

The assessment strategy is designed to address University criteria for study at 500 level. It is fundamental to the aims, objectives and pedagogic rationale of the course. The overall aim of the assignments is to give students the opportunity to undertake:

  • reflection on debates and issues related to historical and contemporary factors associated with the disparities between Māori and non-Māori evident in education today;
  • reflection on models of learning derived from te ao Māori as well as from Western paradigms;
  • reflection on concurrent critiques of interventions designed to support improved educational outcomes for students in schools, in particular as they relate to the aims of Ka Hikitia;
  • analysis and evaluation of the effectiveness of these interventions in meeting their stated aims.

There are three assignments and an online component. In order to be eligible for a pass in this paper students are required to complete all pieces of assessment and to regularly contribute to online Moodle discussions.

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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. Essay 1
8 Mar 2019
11:30 PM
25
  • Online: Submit through Moodle
✔
2. Essay 2
19 Apr 2019
11:30 PM
30
  • Online: Submit through Moodle
✔
3. Essay 3
31 May 2019
11:30 PM
35
  • Online: Submit through Moodle
✔
4. Moodle Assignments
7 Jun 2019
11:30 PM
10
  • Online: Moodle Forum Discussion
✔
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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In accordance with the University guidelines, a digital reading list has been developed for this course and can be accessed by students once they are fully enrolled in the paper through the Waikato Readings List.

Recommended books:

Bishop, R., & Berryman, M. (2006). Culture speaks. Wellington, New Zealand: Huia Publishers.

Bishop, R., Berryman, M., & Wearmouth, J. (2014). Te Kotahitanga: Towards effective education reform for indigenous and other minoritised students. Wellington, New Zealand: NZCER Press.

There are a number of copies of these recommended books in the library at the University of Waikato. However, for future reference, you might like to obtain your own copy.

Other reports as cited in the Study Guide are also recommended and are available from the Ministry of Education's other websites.


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Online Support

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For course enquiries of a general nature, please communicate via the Q’n’A forum in the Burning Questions section of Moodle. It is highly likely that other members of the class will have similar queries and concerns. For issues of a more personal nature, send an email or leave a detailed voice message by phone. One of us will respond to requests as soon as possible.

For enquiries regarding ICT issues, please seek support from help@waikato.ac.nz


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Workload

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This paper has a credit value of 30 points. Students are expected to read widely and to become conversant with the library databases. Engagement in class discussion activities is critical to socio-constructivist models of interdependent learning and the formation of a community of learners. We encourage students to think with us and welcome contributions that open dialogue and critical reflection.

It is important to note that Masters level papers demand academic rigour and an average of 10-15 hours study each week. Students are likely to intensify study efforts as assessment deadlines approach and may well exceed the workload guideline.


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