TEEDU401-21A (HAM)

Te Hononga Pātui ki te Tiriti o Waitangi

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz

Placement/WIL 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:

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Paper Description

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In this paper students develop te reo Māori competencies and deepen their understanding of Te Tiriti o Waitangi partnerships in education. The emphasis is on learning languages in culturally-diverse contexts.
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Paper Structure

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This paper is supported on Moodle in weekly topics. In the first 5 weeks, the topics are introduced but are also interwoven throughout subsequent weeks.
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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Analyse the socio-cultural interrelationship between language, culture, and identity.
    Linked to the following assessments:
  • Demonstrate knowledge of the role of mātauranga Māori and indigenous perspectives in education.
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  • Engage with theoretical underpinnings and relevant research in first and/or second language acquisition.
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  • Evaluate and use a range of second language acquisition pedagogies, methodologies, and resources appropriate to teaching and learning in schools.
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  • Demonstrate competency and progression in te reo Māori and tikanga Māori according to Te Aho Arataki Marau mō Te Ako i Te Reo Māori.
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  • Apply a working understanding of the requirements of the NZ Teaching Council's Ngā Tikanga Matatika Ngā Paerewa: Our Code Our Standards, Tāitaiako: Cultural competencies for NZ teachers and Tapasā: Cultural competencies for teachers of Pacific learners
    .
    Linked to the following assessments:
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Assessment

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Assignment 1 (Critical discussion): 30%

Assignment 2 (Critical Analysis and Response): 30%

Assignment 3 (Curation of Evidence): 40%

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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. Taumahi 1: Critical discussion
7 Apr 2021
12:00 AM
30
  • Online: Submit through Moodle
2. Taumahi 2: Critical analysis and response
17 May 2021
12:00 AM
30
  • Online: Submit through Moodle
3. Taumahi 3: Curation of evidence - Part 1
31 May 2021
12:00 AM
20
  • Online: Submit through Moodle
4. Taumahi 3: Curation of evidence - Part 2
31 May 2021
12:00 AM
20
  • 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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Morrison, S. (2015). Māori made easy. For everyday learners of the Māori language. Auckland, New Zealand: Raupo.
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Recommended Readings

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See Reading List for further readings

Amundsen, D. (2018). Decolonisation through reconciliation. The role of Pākehā identity. Mai Journal, 7(2), 139-154.

Bell, A. (2006). Bifurcation or entanglement? Settler identity and biculturalism in Aotearoa New Zealand. Continuum, 20(2), 253-268. https://www-tandfonline-com.exproxy.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.

Bishop, R., & Glynn, T. (2000). Kaupapa Māori messages for the mainstream. SET: Research Information for Teachers, 1, 4-7.

Brandl, K. (2008). Communicative language teaching in action. Putting principles to work. London, UK: Pearson.

Brown, H.D. (2007). Principles of language learning and teaching (5th ed.). London, UK: Pearson.

East, M. (2012). 'Task-based language teaching from the teachers' perspective: Insights from New Zealand'. Task-based Language Teaching: Issues, Research and Practice Series. Amsterdam, The Netherlands: John Benjamins.

Ellis, R. (2005). Instructed second language acquisition: A literature review. Wellington, New Zealand: Ministry of Education.

Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. New York, NY: Routledge.

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 ngā 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 Publishing.

Newton, J., Yates, E., Shearn, S., & Nowitzki, W. (2010). Intercultural communicative language teaching: Implications for effective teaching and learning. Wellington, New Zealand: Ministry of Education.

Pachler, N., Evans, M., Redondo, A., & Fisher, L. (2014). Learning to teach modern foreign languages in the secondary school. A companion to school experience (4th ed.). New York, NY: Routledge.

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

Tawhai, V.M.H. (2016). Indigenous peoples and indigeneity. In A. Peterson, R. Hattam, M. Zembylas & J. Arthur (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).

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Online Support

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This paper is supported by the Moodle site.
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Workload

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Workload for this 15-point paper is 150 hours during the trimester. Contact time is expected to be 3 hours per week with the remainder of workload hours expected to be spent in independent study, which may include: working through the text Māori made easy, reading and responding to course-related materials, course-related independent research and reading, and preparing assignments.
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Linkages to Other Papers

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This paper builds on TEEDU400 and connects for the ECE stream with TEACH400, TEACH401 and TEPRO400; for the primary stream with TEACH410, TEACH411 and TEPRO410; and for the secondary stream, it connects with TEACH420, TEACH421 and TEPRO420.
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Prerequisite(s)

Prerequisite papers: TEEDU400

Corequisite(s)

Equivalent(s)

Restriction(s)

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