Indigenous knowledge – Teaching & Learning Research Initiative

Māku anō e hanga, i toku nei whare – I will build my own house

INTRODUCTION: The context of the project The proponents of Modern Learning Environments (MLE) or Innovative Learning Environments (ILE) are from largely non-indigenous backgrounds. In Aotearoa New Zealand, research about learning mathematics in an MLE is limited and focuses almost exclusively on English-Medium (EM) settings (Bisset, 2014; Murphy, 2016; Osborne, 2013). In contrast, this research sought to contribute to the literature and knowledge space about tamariki learning paangarau (mathematics) in a Maaori-medium MLE. It provided an opportunity to locate and explore Maaori-medium (MM) ways of knowing and doing and for MM kaiako to consider the MLE space and identify characteristics of an MLE appropriate for them and their aakonga. The research grew

Pathways to the Past: Effective Pedagogies for Māori and Pasifika Students in the Historical Disciplines

Summary Current research into, and definitions of, historical literacy do not adequately acknowledge the cultural backgrounds of indigenous learners across the historical disciplines and levels. Nor do they recognise the vital role of historical literacy in empowering indigenous students. In talanoa (conversations) with Māori and Pasifika students and teachers of a range of ethnicities from across the historical disciplines, we asked: How can we inspire indigenous students to feel at home in the historical disciplines, do well in them, and make them their own? The students and teachers saw historical literacy as predominantly textual in nature, and critical historical literacy as often culturally alien to Māori and Pasifika students. They revealed

Learning journeys from early childhood into school

Introduction This project focused on the transition between early childhood and school and explored ways to understand and enhance children’s learning journeys as they move between the two sectors. Transitions can be seen as an intrinsic component of life, with individuals in any society experiencing a series of passages “from one age to another and from one occupation to another” (van Gennep 1977, p. 3). Each transition point can be thought of as crossing a threshold, leaving behind the known to enter a new role, context, status, or position (Fabian, 2002). Transitions can offer both crisis and opportunity (Hörschelmann, 2011, p. 379) and the threshold phase is often a time of