Early Childhood Education And Cultural Competency For Maori Students

The main aim of Tataiako

This paper aims to discuss the main aims of Tataiako which applies to the students and teachers within the Maori community for cultural competency in the teaching sector and learning sector (Stuart, 2017). Additionally, the paper explains the Maori learner success with regards to the Maori culture looking into the Ka Hikitia importance in education success within the Maori. Encouragements to the teachers and parents play an essential role in successful education development enriched with Maori culture with a critical look into the five Tataiako competency areas of the Wananga, Manaakitanga, Ako, Tanga Whenuatanga and Whanaungatanga (Hunter & Miller, 2017). Each area of competency gets its enactment tactics before considering how to use the te reo me ng? tikanga M?ori by Tataiako. Lastly, the document links Te Whariki to Tataiako and identifies the T?taiako support the principles inherent in Te Tiriti o Waitangi then concludes (State Service Commission, 2005).

The main aim of Tataiako

Honest and beneficial correspondence among the Maori community at large, students, iwi and whanau are the essential pillars for learning and teaching efficacy (Education Council, 2011). This is the principal aim of Tataiako, that is, culturally competent Teachers of students of Maori (Stuart, 2017).

The teacher must also be able to implement the same in the classroom surrounding and curriculum. They should be in a position to appreciate the expectations of the iwi and whanau have towards their children (Clarke, Macfarlane, & Macfarlane, 2018). It also questions the participation and the visibility of iwi and whanau in the cultural learning and teaching of the early childhood or school education programs (Fickel, Abbiss, Brown, & Astall, 2018).

An explanation of what ‘M?ori learners achieving education success as M?ori’ means

Ka Hikitia: managing for prosperity, the strategy of the government towards Maori attaining success in education and remain being Maori, stresses the benefits of a relationship between the teacher and the student (Education Council, 2011). There has been proof that highly effective teaching has an important impact on the system of education and results to the most effective learning for the students possessing a variety of learning requirements (Whitinui, 2018).

Ka Hikitia also emphasizes the benefits of language, identity, and culture. Teachers familiarizing themselves with where the learners hail from, relationships that are productive among the teachers, whanau, Maori students and iwi and teachers developing on what learners already have or know (Conner & Bennetts, 2018).

An explanation of what ‘M?ori learners achieving education success as M?ori’ means

Whanau and parents have an essential role to play in helping with the true learning of their children at the very beginning. It has been proven that the learning results improve where parental participation is focused and maintained in the school’s learning programs (Torepe & Manning, 2018). Parents are required to teach their children about their identity, culture, and style which makes it easier for teachers to develop on what learners already understand. Parents are also encouraged on creating relationships that are productive among teachers, Maori learners, educators, and whanau (Tait-McCutcheon & Knewstubb, 2018).

An outline of the five areas of cultural competence contained in T?taiako

• W?nanga: getting involved with the communities and students in vigorous conversations mean to help the Maori students achieve their expectations.
• TangataWhenuatanga: acknowledging Maori students as Maori. The contents for learning that are provided should contain the culture, language, and identity of the students of Maori and the acknowledgment of their whanau (Hunter & Miller, 2017).
• Whanaungatanga: active participation in meaningful partnership with respect among parents, Maori learners, iwi, hapu, whanau and the society of Maori at large.
• Manaakitanga: demonstrating respect, honesty, and integrity for the culture, beliefs, and language of the Maori community.
• Ako: being accountable for their learning and the general learning of the Maori students.

How these competencies might be enacted in an early childhood setting, for each of the five areas

The WANANGA engages the communities and the learners in vigorous conversations that are of importance to the Maori students in attaining their aspirations through various stages outlined below (Education Council, 2011):

When getting into ITE

• They should be able to show open-mindedness to contemplate about different perspectives and relate to their values and beliefs.
• They should have an understanding that perspectives different from their personal beliefs may be valid.

Once graduated into a teacher

• Should demonstrate effective communication in teaching and support for co-operative and co-construction student measures put in place(Charteris, Smardon, & Nelson, 2017).

Once becoming a certified teacher

• Should be able to apply specific protocols and approaches for effective interactions with iwi, whanau, hapu, and society.
• Can engage the whanau, students, iwi, the communities and hapu in an open conversation concerning learning and teaching.

In pursuit of leadership

Should offer active support and encouragement when necessary and be able to question the Maori parents, iwi, whanau, the communities, and the hapu to understand they expect to be involved in serious issues at the ECE service and school (Barnes et al., 2017).

• As a routine, they should offer effective help and lead the staff inappropriate and active engagement with the Maori communities, parents, iwi, hapu, and whanau.

Examples of voices on how to achieve W?NANGA

• The whanau and parents feel confident and well engaged in the activities their children undertake at school.
• The learners are satisfied with the way their parents are treated and heard and also in regards to the expectations of the iwi, hapu, whanau and the whole community.

Acknowledges the Maori students as Maori (Education Council, 2011). The learning contents offered contain the language, identity and the culture of the Maori students and their whanau is also acknowledged (Campbell & Gordon-Burns, 2017).

When getting into ITE

Should have self-awareness and the effects their personal beliefs, culture, and values.

Once graduated into a teacher

• Should be able to outline the indigenous history in the environment of New Zealand school and its relevance to the learners.
• Should be in a position to expound on the importance of the knowledge about the local communities, iwi and the local context to help the Maori students succeed through and in education (Owen, 2017).

Once becoming a certified Teacher

• Should gather the pure cultural contents the Maori students carry to class through the creation of a cultural ambiance for engagements and responses for learning.
• Should provide for active involvement of the people and the whanau being familiar with the history, tikanga, language and local context to aid in the teaching and learning activities in the classroom.

In pursuit of leadership

• Must be in the position as to expound and have an understanding on the impacts of the local iwi, Maori students, hapu, the surroundings, local history, the ECE service or the school, the community, and whanau.
• Should lively recognize the hapu, Maori parents, the communities and iwi as essential people in the ECE or school service.

Examples of voices on how to achieve TANGATA WHENUATANGA  

• The teachers know to engage the learner and what the knowledge the carry to class.
• There is a feeling that the ECE or school service is part of the society and it is evident that it is a school for the local people.

They are involved in active partnerships that are meaningful among the parents, Maori students, the communities, iwi, whanau and hapu (Education Council, 2011).

When getting into ITE

• Should be able to explain from personal encounters the impacts of culture, identity, and language on partnerships.

Once graduated into a teacher

• Should have an understanding of the impact of their language, identity, and culture on partnerships and thus should acknowledge the importance of embracing friendly learning with the students, communities, whanau, iwi, and hapu.
• Should have the required approaches and tools to create successful partnerships with the learners, communities, whanau, iwi and the hapu.

After becoming a certified teacher

• Should actively look for avenues to getting along with the whanau to utilize the achievement of the Maori students.
• Should have a working friendship with respect among the Maori students and their hapu, whanau, and iwi that promotes the learner’s achievements.

In the pursuit for leadership

• Should have an understanding of how the iwi and whanau work.
• Should make sure that the ECE or school service, whanau, and teachers get along well to utilize Maori student achievement.

Examples of voices on how to achieve WANAUNGATANGA

• Learners get along with their teachers
• Teachers have a respectful partnership with the ECE or school service.

Shows respect, integrity, and honesty to the beliefs, culture, and language of the Maori people.

When getting into ITE

• Should demonstrate respect for the cultural views of the Maori people and value the culture of the Maori community in the New Zealand community.
• Should have an understanding of the root values of the Maori culture which includes: rangatiratanga, manaakitanga and mana whenua.

• Should be able to expound on the benefits of recognizing the values of Maori and iwi in classroom activities and ECE or school service

Once becoming a certified teacher

• Should demonstrate care towards the Maori students, their thoughts and why.
• Should show respect towards the Maori’s local culture.

In pursuit of leadership

• Should actively follow and recognize the correct protocols while interacting with the communities, whanau, the parents, iwi, and hapu.
• Have an understanding of the culture fo the Maori and local tikanga well enough to answer learners correctly.  

Examples of voices on how to achieve MANAAKITANGA

Te reo Maori in classrooms motives learners to communicate in Maori if they wished to.

Parents appreciate the kind of care teachers have towards their children.

An outline of the five areas of cultural competence contained in T?taiako

Teachers account for their learning and the Maori students

When getting into ITE

• They should conduct themselves as learners.
• They should realize the importance of boosting the level of success of Maori learners.

Once graduated into a teacher

• Should be able to demonstrate philosophy while teaching which shows their high aspirations and commitment towards the learners prospering as Maori.
• Should have an understanding that learners already possess knowledge supported by culture, language, and identity.
• Shall be accountable for their personal growth concerning the Maori student’s success.

Once becoming a certified teacher

• Should make sure that there is consistency in learning between school and at home.
• They should take upon themselves and ensure Maori learners succeed as part of own growth.

In the pursuit for leadership

• Should demonstrate honest commitment towards the success of Maori learners.
• Should plan strategically and supervise the goals set for the success of the Maori learners.

Examples of voices on how to achieve Ako

• The learners feel that teachers are committed towards their achievement and do not give up on them.
• Parents appreciate the teacher’s honest commitment to their children’s success.

Consideration of how the use of supports the cultural competencies outlined in T?taiako

Using Te reo in classrooms gives support to the learners in the growth of reo. The Kaimahi writing evaluations done in English and evaluations conducted to ascertain fluency among the learners and encourage them to translate the same to the Maori language. With time the Kaimahi can translate the stories on their own before the evaluation of fluent speakers.  The kaimahi can write stories in Maori requiring little when necessary from those who speak fluently. This enables learners to acquire skills such as the ability to write assessments, translate and fluency in speech (EDUCATION.govt.nz, 2007).

Links between T?taiako and the strands and principles of Te Wh?riki

The Maori rules of Te Whariki supports the clear duty of a known curriculum which safeguards te reo Maori, Maori pedagogy, passing down of attitudes, knowledge and skills and tikanga Maori.  The principle of Maori of Te Whariki such as nga kaupapa whakahaere vividly state the kaiako responsibilities and duties in assessment and planning of learning encounters which embodies the culture and social correspondence of the Maori learners (Ritchie, n.d).

The competencies of Tataiko entails respect for, knowing and being able to get along with the Maori children, iwi, and whanau. This is the teacher’s perspective of the world, knowledge, and expectations which are an essential segment of teaching, culture, and learning of the ECE or school service (Ritchie, n.d).

How T?taiako support the principles inherent in Te Tiriti o Waitangi /The Treaty of Waitangi

The inherent principles of the Treaty of Waitangi include partnership, redress of grievances and active protection. Therefore, teachers familiarizing themselves with the culture, language, and identity of their learners is one way of supporting their rights because there is usually vigorous conversation involving learners in classrooms, with Maori parents, iwi, whanau, hapu and the community. The teachers also have respect for and value the culture of the Maori communities even it may differ from their personal beliefs and values (State Service Commission, 2005).  

Conclusion

The essential pillars of the Maori community are the whanau whose support from the Tataiako would ensure ensuring efficacy in education. Through Ka Hikitia, prosperity can be managed through emphasizing on teacher familiarity with concepts such as culture and language of the community thus providing competency through enacting the five areas of competence in the Tataiako. Tataiako supports Te reo that encourages translated learning in the Maori community with the Tataiako rules being the link to the principles of Te Whariki. Lastly, Tataiako supports the treaty of Waitangi through various ways such as encouraging familiarity with the Maori culture.

References

Barnes, H. M., Gunn, T. R., Barnes, A. M., Muriwai, E., Wetherell, M., & McCreanor, T. (2017). Feeling and spirit: developing an indigenous wairua approach to research. Qualitative Research, 313-325.

Campbell, L. M., & Gordon-Burns, D. (2017). Bicultural development for teachers and students in Aotearoa/New Zealand: Is it working? HE KUPU, 58-68.

Charteris, J., Smardon, D., & Nelson, E. (2017). Innovative learning environments and new materialism: A conjunctural analysis of pedagogic spaces. Educational Philosophy and Theory, 808-821.

Clarke, T. H., Macfarlane, S., & Macfarlane, A. (2018). Integrating Indigenous M?ori Frameworks to Ignite Understandings Within Initial Teacher Education—and Beyond. In Promising Practices in Indigenous Teacher Education, 71-85.

Conner, L., & Bennetts, J. (2018). Teachers Creating Effective Learning Experiences for Indigenous Learners. Creative Education, 1000-1000.

EDUCATION.govt.nz. (2007). Te whatu p?keka (English) [PDF File]. Wellington: doi: 978 0 7903 3427 1.

Education Council (2011). T?TAIAKO: Cultural competencies for teachers of Maori learners. Wellington: Ministry of Education.

Fickel, L., Abbiss, J., Brown, L., & Astall, C. (2018). The Importance of Community Knowledge in Learning to Teach: Foregrounding M?ori Cultural Knowledge to Support Preservice Teachers’ Development of Culturally Responsive Practice. Peabody Journal of Education, 285-294.

Hunter, J., & Miller, J. (2017). The Use of Contextual Patterning Tasks with Young P?sifika and Maori Students in New Zealand Mathematics Classrooms. 40 years on: We are still learning! 693-693.

Jenkin, C. (2017). Te Whariki: Curriculum or philosophy. New Zealand International Research in Early Childhood Education, 1-1.

Owen, H. (2017). The best PLD I’ve ever had’: reconceptualising professional learning and development. Professional Development in Education, 51-71.

Ritchie, J. (n.d). Te Whariki as a Potential Lever. Hamilton: University of Waikato.

State Service Commission (2005). The Treaty of Waitangi Information Programme. Wellington: Alexander Turnbull Library.

Stuart, M. (2017). Out of Place: Economic imperialisms in early childhood education. In Troubling the Changing Paradigms, 45-57.

Tait-McCutcheon, S., & Knewstubb, B. (2018). Evaluating the alignment of self, peer and lecture assessment in an Aotearoa New Zealand pre-service teacher education course. Assessment & Evaluation in Higher Education, 772-785.

Torepe, T. K., & Manning, R. F. (2018). Cultural Taxation: The Experiences of M?ori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research. The Australian Journal of Indigenous Education, 1-11.

Whitinui, P. (2018). The Price of Equity Working in Aotearoa New Zealand Teacher Education: A Critical Institutional Ethnographic Perspective. In Promising Practices in Indigenous Teacher Education, 291-304.