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Harakeke: Enhancing Maori Student Engagement and Achievement in a Mainstream Primary School

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Harakeke: Enhancing Maori Student Engagement and Achievement in a Mainstream Primary School http://waikato.researchgateway.ac.nz/ Research Commons at the University of Waikato Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate. You will obtain the author’s permission before publishing any material from the thesis. HARAKEKE: ENHANCING MAORI STUDENT ENGAGEMENT AND ACHIEVEMENT IN A MAINSTREAM PRIMARY SCHOOL A thesis submitted in partial fulfilment of the requirements for the degree of Master of Education By Diana Anderson Hamilton, New Zealand Centre for Science and Technology Education Research December 2009 Abstract Ministry of Education research indicates that the inclusion of culture and te reo Maori in teaching can help improve Maori student education. If students can find the links between what is being taught and the relevance to their own lives then information will be easier to retain. Research has also shown that environmental education provides relevant learning that can connect students to their world. Maori indigenous knowledge (IK) and environmental education (EE) share many commonalities. One such similarity is the relationship between tangata (people) and nature. While the sometimes destructive nature of this relationship has lead to global environmental issues, this study explores the combination of IK and EE to enhance Maori student engagement and achievement in a mainstream primary school. An intervention unit based on harakeke was designed delivered in a Year 5/6 boys’ only class in a suburban mainstream primary school, over a 10 week period. The environmental and socio-cultural significance of harakeke enabled a range of kaupapa (themes) to be included in the unit. This included; eeling and how to make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when harvesting kai (food) and resources. Each kaupapa also provided the opportunity for students to increase their te reo Maori vocabulary, with the introduction of kaupapa specific words. The Maori kaupapa also enabled the students to view EE from a Maori perspective, including the introduction of rahui - a form of conservation. The findings indicated that the incorporation of a Maori kaupapa strengthened student engagement, improved student use of te reo Maori, improved the self- esteem and confidence for some students, increased students’ awareness of harakeke and the value and versatility of the plant, and increased their awareness from a Maori perspective on sustainable harvesting. Bringing Maori kaupapa into the classroom allowed the classroom teacher, who was Maori, the opportunity to share her own lived experiences of IK, as these are passed down from generation to generation, and people are born into them. The Page | ii familiarity of whanau offered the teacher the opportunity to bring this concept into the classroom and teach values that could flow into all curriculum areas while strengthening relationships between the teacher and student, student and student and teacher and student whanau. This study has shown that both IK and EE, while each complex in their own right, have the ability to provide a holistic curriculum approach that can lead to engagement and achievement by Maori students in a mainstream school. Page | iii Dedication I dedicate this thesis to my Dad, Harold Crookes (1920 -2000). Page | iv Acknowledgements There have been many people that have assisted me along this journey and I would like to thank the following: During my study I have been financially supported by Mangatu Blocks Incorporated, The Paokahu Trust, Ngai Tahu, and the University of Waikato Masters Research Scholarship. Your support has been greatly appreciated. My supervising lecturer Dr Chris Eames, your guidance, support and patience has helped me complete this study thank you. Academic supporters also included Mohan Lal, your clarity and calmness was insightful. The Staff at the University of Waikato Education Library, in particular those assisting distance students, your service was prompt and appreciated. Thank you to the students, teacher and school that took part in the research that allowed me to be part of their class. This research would not have been possible without you. Telephone support came from my dear friend Mrs Jones, thank you for lending your ears to me throughout the course of this study. To my whanau that have shared the journey; Mum for loving me, to my husband who has provided support in many ways, space and time for me to study, and my son for being you. Finally to those in spirit, my Dad and oku tipuna who have come to awhi me when I have given the karanga. Each and everyone of you live on through me. Nga mihi nui ki a koutou. (Greetings to you all). Page | v Table of Contents Abstract .................................................................................................................. ii Dedication ............................................................................................................. iv Acknowledgements ................................................................................................ v Table of Contents ................................................................................................. vi List of figures ........................................................................................................ ix List of tables .......................................................................................................... ix Glossary .................................................................................................................. x Chapter 1: Introduction ....................................................................................... 1 1.1 Introduction ................................................................................................... 1 1.2 Impetus for the research ................................................................................ 1 1.3 The context of the study ................................................................................ 2 1.4 Harakeke ....................................................................................................... 3 1.5 Research question ......................................................................................... 4 1.6 The limitations of the study........................................................................... 4 1.7 Thesis outline ................................................................................................ 5 Chapter 2: Literature Review .............................................................................. 6 2.1 Introduction ................................................................................................... 6 2.2 Educating Maori students ............................................................................. 6 2.2.1. Historical perspective of Maori society ................................................ 7 2.2.2 Settlement and the Treaty of Waitangi ................................................. 10 2.2.3 Education post settlement .................................................................... 10 2.2.4 Language revitalisation ........................................................................ 14 2.2.5 Maori education initiatives ................................................................... 16 2.2.5.1 Ka Hikitia ...................................................................................... 17 2.2.5.2 Te Tere Auraki – Maori in Mainstream ........................................ 18 2.2.5.3 Te Kotahitanga .............................................................................. 19 2.2.5.4 Te Kauhua ..................................................................................... 20 2.2.5.5 Te Mana Korero ............................................................................ 21 2.2.5.6 Maori perspectives in the curriculum document ........................... 22 2.2.6 Summary of Maori education to date in Aotearoa/New Zealand .... 22 2.3 Whanau as a basis for Maori education ...................................................... 23 2.3.1 The classroom whanau ......................................................................... 24 2.3.2 Teacher and student whanau relationship ............................................ 25 2.3.3 Teacher Expectations ........................................................................... 25 2.3.4. Possible learning processes for Maori students .................................. 26 2.3.5 Boys only classes ................................................................................. 28 2.3.6 Summary .............................................................................................. 30 2.4 Indigenous Knowledge (IK) ........................................................................ 31 2.4.1 An indigenous worldview .................................................................... 32 2.4.2 Tikanga ................................................................................................. 33 2.4.2.1 Karakia .........................................................................................
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