Context+of+Māori+within+the+New+Zealand+Education+System

=**Context of Māori within the New Zealand education system**= toc
 * [[image:Crystal_Clear_action_back.png width="36" height="36" link="The Rise of E-Learning in Global Education"]] ||  || >>>>>>>>>> [[image:48px-Crystal_Clear_app_kfm_home.png width="28" height="28" link="Introduction"]] || >>>>>>>>>>> [[image:Crystal_Clear_action_forward.png width="36" height="36" align="right" link="Practices that lead to successful Educational outcomes for Māori"]] ||

Te Triti o Waitangi has to a large extent defined and determined Māori/Pākehā relations within New Zealand. U nder article 2 the Crown ceded Rangatiratanga to Māori (self determination). This included the right to define, promote and control their resources including the right to create and retain their Reo and to transmit cultural knowledge.

The Treaty is viewed by Māori as a partnership between equals (Article 3). Historically this is not how it has played out as Māori have been politically, economically and socially dominated by Pākehā. Educationally the cultural needs of Māori have not been catered for and subsequently Māori have not achieved as well as Pākeha (see latest statistics on retention and achievement).

The ‍E-Learning Advisory Group (n.d)‍ stated it is vital that the Treaty of Waitangi inform the development of an e-learning strategy and ensure its success for all New Zealanders. They identified the potential for e-learning to give Māori greater control over their learning and reduce current disparities in achievement.

Today the treaty continues to underpin Māori/Pākehā relations. We have over the last few decades witnessed the rise of Māori self awareness as evidenced by many political actions. Protest has resulted in a greater national awareness and grudging acceptance of a Māori way of doing things.

The E-Learning Advisory Group (2002) noted that:


 * 1) A clear understanding of the characteristics of Māori learners is required if they are to access e-learning that best meets their needs as individuals.
 * 2) E-learning environments must provide settings where Māori approaches to life and learning can be fully realised.

Educationally, Māori have continued to exert their identity via the Kōhanga Reo and Kura Kaupapa Māori school initiatives. Within mainstream educational settings a greater acceptance of things Māori can be seen reflected in educational strategies (see Te Whāriki, Ka Hikitia Part 1/Part 2 and the Tertiary Education Strategy 2010-2015).

All contain references to Māori being able to "enjoy success as Māori" (Durie 2003). The call at all levels of education is for recognising and providing for Māori ways of learning.

The Tertiary Education Strategy 2010-2015 (page 7) acknowledges that Māori have a unique place as Tangata Whenua and Treaty partners and that the tertiary education sector has a responsibility to maintain and develop Māori language and culture so that Māori are better able to live as Māori and be successful 21st century global citizens.

The strategy points out that acknowledging and advancing Māori culture and identity is important in providing a basis for Māori success in all forms of education and that programmes are more successful for Māori when providers use culturally responsive pedagogies adopting a teaching approach that is relevant to the experiences of their Māori students.

The New Zealand Government in 2010 adopted the ‍United nations Declaration on the Rights of Indigenous Peoples (2008)‍. This declaration identifies that the educational struggle involves far more than the struggle for access and participation at its core. It is about the right to be indigenous! This principle is embedded throughout the declaration within those statements pertaining directly to education and can be found in articles (3,5,8,11,12,13,14,15,16,21,23, 31,33, and article 36).

Zepke and Leach (2002) have suggested that in investigating a culturally appropriate e-learning methodology for Māori, developers //need// to consider the tenets of radical education, which offers an alternative to dominant cultural values and existing educational structures. Kaupapa Māori theory offers such an alternative and is one of the dominant forces in shaping current thought on the provision of Māori education.

Smith (1992) positions Kaupapa Māori as the practice and philosophy of living a Māori culturally informed life founded on 3 themes:
 * 1) The validity and legitimacy of all things Māori are taken for granted (a Māori centred approach)
 * 2) The revival of Māori language and culture is central to any developments
 * 3)  The struggle for autonomy over Māori cultural wellbeing is vital to Māori identity.

Some of the principles underlying Kaupapa Māori will be reflected in this Wiki.

Discussion Point 3
The literature presents an argument supporting the need to design for cultural differences. With this in mind, please take a moment to respond to the questions in the Discussion Point, Designing for Cultural Differences

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 * [[image:Crystal_Clear_action_back.png width="36" height="36" link="The Rise of E-Learning in Global Education"]] ||  || >>>>>>>>>> [[image:48px-Crystal_Clear_app_kfm_home.png width="28" height="28" link="Introduction"]] || >>>>>>>>>>> [[image:Crystal_Clear_action_forward.png width="36" height="36" align="right" link="Practices that lead to successful Educational outcomes for Māori"]] ||