Program Development
The following template is designed to implement the key kaupapa, competencies, and objectives.
Māori conceptual frameworks Kaupapa Māori theory and the Māori Potential approach fundamentally, kaupapa Māori is the philosophy and practice of being Māori, and generally refers to the provision of services that are culturally appropriate and relevant, and by and for Māori.
A common theme underlying kaupapa Māori theory and practice is self-determination in respect of Māori asserting their right to achieve their aspirations for development and advancement; anchored in Māori values, knowledge, and cultural practices.
The Māori Potential Approach supports Kaupapa Māori theory. This strength-based approach to Māori public policy affirms Māori as key “catalysts for achieving exceptional life quality for themselves, their whānau, and their communities”, in ways that reflect Māori people and culture as assets, and acknowledging Māori as indigenous people with accompanying rights and responsibilities (Te Puni Kōkiri 2009).
Studies on the role of cultural identity in Māori student’s educational achievement suggest that strengthening this identity could decrease the impact of external issues on their academic performance. These perspectives strengthen the contention that mentoring programmed for Māori learners should be relevant and specific, and grounded in Māori cultural values and principles.
International research findings of mentoring for indigenous learners in academic contexts are consistent with New Zealand studies – that mentoring is likely to be more successful in terms of supporting participation and completion when learners’ culture is taken into account.
In the context of the study, kaupapa Māori theory and the Māori Potential approach support and promote a position that good mentoring practice for Māori tertiary learners should utilise Māori epistemological and pedagogical traditions and reflect a Māori potential-focus.
Māori conceptual frameworks Kaupapa Māori theory and the Māori Potential approach fundamentally, kaupapa Māori is the philosophy and practice of being Māori, and generally refers to the provision of services that are culturally appropriate and relevant, and by and for Māori.
A common theme underlying kaupapa Māori theory and practice is self-determination in respect of Māori asserting their right to achieve their aspirations for development and advancement; anchored in Māori values, knowledge, and cultural practices.
The Māori Potential Approach supports Kaupapa Māori theory. This strength-based approach to Māori public policy affirms Māori as key “catalysts for achieving exceptional life quality for themselves, their whānau, and their communities”, in ways that reflect Māori people and culture as assets, and acknowledging Māori as indigenous people with accompanying rights and responsibilities (Te Puni Kōkiri 2009).
Studies on the role of cultural identity in Māori student’s educational achievement suggest that strengthening this identity could decrease the impact of external issues on their academic performance. These perspectives strengthen the contention that mentoring programmed for Māori learners should be relevant and specific, and grounded in Māori cultural values and principles.
International research findings of mentoring for indigenous learners in academic contexts are consistent with New Zealand studies – that mentoring is likely to be more successful in terms of supporting participation and completion when learners’ culture is taken into account.
In the context of the study, kaupapa Māori theory and the Māori Potential approach support and promote a position that good mentoring practice for Māori tertiary learners should utilise Māori epistemological and pedagogical traditions and reflect a Māori potential-focus.
These templates are designed to implement the key kaupapa,
competencies, and objectives
As life is, they are forever changeable
- -Kaupapa: Whanaungatanga (building relationships)
Objective: To welcome the learners, their parents and whanau to the wānanga What: Pōwhiri Where: Marae
Why: To build key Whanaungatanga relationships for the program
Evidence and Brief: if interested to know more, please contact us for further info.
- Kaupapa: Ako reciprocal learning
Objective: To provide an opportunity to talk about the strengths of an Ako learning and teaching relationship. Provide an example through game-based technology and interaction.
What: Classroom-based session. Games for learning relationship.
Where: School, getting teachers involved
Why: To promote Ako as a way of foundational teaching and learning and as an approach to solving problems in everyday life
Evidence and Brief: if interested to know more, please contact us for further info.
- Kaupapa: Manaakitanga (caring for each other)
Objective: What does Manaakitanga look like in a digital world? Learning about social media and the influence it has on our social relationships. How can we tie the bonds of kinship within the pukamata setting (an online social networking service)
What: Session on social media, how the rangatahi are using it and providing a session on Manaakitanga in the pukamata (an online social networking service) space
Where: School | iPads | Computers etc
Why: To teach the values of Manaakitanga in a digital learning environment The irony of Facebook a little more than a decade since it launched publicly, is that software designed to connect, broaden horizons and inform is linked to undesirable mental health effects and, increasingly, a dystonia vision of power concentrated in the hands of one company with 17,048 employees and 1.8 billion users. That said, there are no, yet, comprehensive longitudinal studies of social media and its effects and huge gaps in the knowledge of how people are affected, positively and negatively, online.
"A lot of suicides, particularly among teenagers, the original posters want to hurt or ridicule but they certainly did not want them to commit suicide. And the victims will not post the terrible pain and heartache they are feeling." In this sense, it is easy to understand how social media can become a vacuum, a self-reinforcing echo chamber, or psychological vault. To gang up, or act, as a member of a herd, is a human trait.
Evidence and Brief: if interested to know more, please contact us for further info.
- Kaupapa: Tuakana-Teina (the students, is the person that has the knowledge, they are educator, therefore, the teacher is also the student)
Objective: Plan a games-based activity for the next batch of mentees.
What: Design, develop and deliver a 1 hour based activity with Māori learners
Where: School, getting whanau of other learners involved
Why: To promote tuakana-teina as a sustainable model of learning and development within the school. The popularity of mentoring may be accounted for by successful mentoring outcomes in formal mentoring programmed for Māori
Evidence and Brief: if interested to know more, please contact us for further info.
- Kaupapa: Wānanga process of learning
Objective: To learn about ways of thinking and doing that is important to Māori. Potentially as a way of mediation and a dispute resolution process.
What: Short session with Kaumatua Potentially visiting a marae and learning about the tukutuku panels and the significance of them. Engaging to tell their story and how they use wānanga and Inspire In Education mentor to infuse how wānanga can be used in a contemporary context. How is it useful to the kids? I.e. learning about Tamatea Ariki Nui and how his narrative is a metaphor for thinking about the challenges and opportunities today.
Where: Marae or school (kaumatua attends)
Why: To encourage learners to see wānanga as a symbol of sharing thoughts and knowledge to mediate a dispute, decide on a particular course of action and to reinforce customary bonds of kinship Evidence Idea of civics education and incorporation of this into the curriculum
Evidence and Brief: if interested to know more, please contact us for further info.
- Kaupapa: Tangata Whenuatanga (place-based)
Objective: To give students knowledge of their cultural background in relation to sites of cultural and tribal significance
What: Kōrero with Kaumatua
Where: Marae
Evidence and Brief: if interested to know more, please contact us for further info.
- Kaupapa: Kaitiakitanga (looking after our planet and people guardianship, stewardship)
Objective: To share the importance of Kaitiakitanga and to learn about sustainable ways to live from a kaupapa Māori perspective
What: Session with Kaumatua about revitalizing our awa
Where: Marae and School
Why: To teach how young people can get involved in the Kaitiakitanga of their own marae
Evidence and Brief: if interested to know more, please contact us for further info.
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Pictured evidence of all 7 kaupapa in action
