TEEDU201-19B (HAM)

Te Hononga Tangata Cultural Dimensions of Education

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
: melanie.chivers@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 aims to develop awareness of the importance and complexity of effective, personal communicative competency in culturally diverse, intentionally educational contexts. Working in culturally appropriate ways requires respect; but first it calls upon the individual to recognise their own cultural positioning. Aotearoa New Zealand was founded on the basis of a bicultural commitment to partnership with the Indigenous people, Māori. Te reo Māori is an integral part of biculturalism and multiculturalism in Aotearoa New Zealand. Thus, this paper will begin with a discussion of Te Tiriti o Waitangi/The Treaty of Waitangi and its implications . Students will be required to learn and understand elements of Mātauranga Māori, including te reo Māori 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 identities. 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.
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Paper Structure

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This paper is taught across 12 weeks with weekly lectures and tutorials. There are three assignments and all must be handed in to be eligible to pass the paper.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • 1. Integrate Kaupapa Māori and Indigenous perspectives in the context of the learning journeys of diverse others.
    Linked to the following assessments:
  • 2. Understand the role of agency and identity in educational contexts.
    Linked to the following assessments:
  • 3. Outline and demonstrate the requirements of working and communicating appropriately in a multicultural group.
    Linked to the following assessments:
  • 4. 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:
  • 5. Critically discuss the role of their own cultural positioning in learning and knowing.
    Linked to the following assessments:
  • 6. Use personal and professional language skills in te reo Māori appropriately.
    Linked to the following assessments:
  • 7. Demonstrate Māori language and tikanga Māori competencies to deliver teaching appropriately through te reo Māori to level 2 of Te Aho Arataki Marau mō te Ako i Te Reo Māori.
    Linked to the following assessments:
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Assessment

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All three assignments must be handed in in order to be eligible to pass the paper.

Resubmissions / Ngā Mahinga Tuaruatanga

Where a student has received a failing grade, resubmission of one piece of work may be possible during the paper. A resubmitted assignment can only be considered for improvement to a C- grade maximum. In order to resubmit an assignment students should contact the paper coordinator, or their nominee, within 48 hours of the assignment being returned, to negotiate arrangements for resubmitting it. In this paper Assignments 2 & 3 can be resubmitted.'
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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
2 Aug 2019
11:30 PM
20
  • Online: Submit through Moodle
2. Assignment 2: Online contributions
11 Oct 2019
11:30 PM
40
  • Online: Moodle Forum Discussion
3. Assignment 3: Te Reo and Tikanga Maori Development
4 Oct 2019
11:30 PM
40
  • In Class: In Tutorial
  • Online: Moodle Forum Discussion
  • Online: Submit through Moodle
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.

Gutiérrez, K.D. (2006) Culture matters. Rethinking educational equity. Retrieved from https://sjamerica.wikispaces.com/file/view/gutierrez_culturematters.pdf

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

Ministry of Education. (2007). New Zealand Curriculum. Wellington, New Zealand: Author. http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

Ministry of Education. (2009). Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura Auraki / Curriculum Guidelines for Teaching and Learning Te Reo Māori in Englishmedium Schools: Years 1–13. Wellington, New Zealand: Author. Available at: http://tereomaori.tki.org.nz/

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.

Tāhuhu o te Mātauranga. (2008). Te Marautanga o Aotearoa. Te Whanganui-a-Tara: Te Pou Taki Kōrero. http://tmoa.tki.org.nz/

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

Recommended Readings

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 taught kanohi ki te kanohi.

Students are required to make online contributions.

Questions can be made in the General Queries open forum or in the Private Dialogue area.

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Workload

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Students are expected to spend about 150 hours in total on this paper across the semester.
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Linkages to Other Papers

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Prerequisite(s)

Prerequisite papers: TEACH101

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: EDUCA200

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