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.
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.
Who you are (video)
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.
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.
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 …; Source: Place-Based Education: Catering for curriculum, culture and community – New Zealand Annual Review of Education
Validating cultural knowledge (video)
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.
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.