Welcome to Building on Success.


Reconnecting with iwi

http://maori-ed.tki.org.nz/what-works-for-maori-learners-and-why/reconnecting-with-nga-iwi/

Schools that have developed authentic relationships with their local iwi through valuing the contributions of Māori perspective through the sharing of their culture, language and identity share valuable insights with others.

No two schools or situations are the same, but by sharing and reading about how it looks and sounds, educators can better understand how to develop authentic and reciprocal relationships.

This kete contains a range of voices and perspectives on developing and nurturing relationships between school and iwi.

Making connections

Many schools are re-establishing a more authentic connection by developing relationships based on real partnerships with iwi and hapū. These partnerships share the responsibility for educational success as Ngā Iwi. 

Contributions and resources

Who you are (video)
Connecting “professional self” and “personal self”

In this video clip, Ted Glynn stresses the importance of understanding the collective and, more specifically, the role that school leaders and teachers have to play within the collective.

No captions or transcript available

Source: Connecting with Māori Communities: Whānau, hapū and iwi by Mere Berryman and Therese Ford (2014)

Who you are

Resources and downloads

Connecting with Māori communities: Whānau, hapū and iwi

Mere Berryman and Therese Ford (2014)
This eBook is hosted on the Kia Eke Panuku website. It explores important ideas about creating powerful educational relationships with whānau, hapū and iwi. It examines messages from research and provides strategies, tools, resources and videos to help put the ideas into practice.

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Place-based curriculum

This gallery considers that learners need opportunities to explore and understand their place, as described by iwi. Many iwi are producing learning packages for their schools.

Contributions and resources

Curriculum, culture, community

… pedagogy capable of embodying ways of knowing and being cannot be sustained without some sense of consciousness that encompasses, in Māori terms, wānanga, which is a conscious union of mind and spirit …

Wally Penetito (2009) ; Source: Place-Based Education: Catering for curriculum, culture and community – New Zealand Annual Review of Education
Curriculum, culture, community
Validating cultural knowledge (video)
Developing an inclusive curriculum

At Rotorua Lakes and Greymouth high schools, student and whānau knowledge is validated through its introduction into the context for learning. 

View transcript

Source: Te Mana Kōrero: Strengthening professional practice, 2005

Validating cultural knowledge

Resources and downloads

Place-based Education: Catering for curriculum, culture and community

Wally Penetito (2009) New Zealand Annual Review of Education
This article by academic Wally Penetito explains the nature of “place-based education”. An important characteristic of place-based education is the opportunity to make connections between educators and community resource people.

Validating cultural knowledge

This video from the 2009 Te Mana Kōrero collection shows the contribution a local whaea made to a school when she shared a local story. The school recognised the importance of validating her cultural knowledge and the school’s responsibility for doing this.

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This is a Ministry of Education initiative

Building a world-leading education system that equips all New Zealanders with the knowledge, skills, and values to be successful citizens in the 21st century.