Relevant bibliographies by topics / Maori (New Zealand people) – Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Maori (New Zealand people) – Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Maori (New Zealand people) – Education"

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Durie, Mason, and Gary Hermansson. "Counselling Maori people in New Zealand [Aotearoa]." International Journal for the Advancement of Counselling 13, no. 2 (April 1990): 107–18. http://dx.doi.org/10.1007/bf00115706.

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Simmons, Darlene R. "Child Health Issues in New Zealand: An Overview." Journal of School Nursing 23, no. 3 (June 2007): 151–57. http://dx.doi.org/10.1177/10598405070230030501.

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International travel can provide the unique opportunity to experience other cultures. For nurses, it can also provide a window through which different health care structures and services can be viewed. Many similarities and differences can be found between the country visited and the United States in terms of health issues, nursing education, roles, and responsibilities. This article explores a number of ways health services are provided to school-age children in New Zealand. Nearly 20% of New Zealand’s population are native Maori people. Not only is cultural sensitivity in health service delivery a priority, but the Maori people are guaranteed participation in health care decisions by law. School nurses in the United States can benefit from examining the models of care used by New Zealand nurses for managing the health care needs of school-age children.
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Gershon, Ilana, and Solonaima Collins. "Outspoken Indigenes and Nostalgic Migrants: Maori and Samoan Educating Performances in an Aotearoa New Zealand Cultural Festival." Teachers College Record: The Voice of Scholarship in Education 109, no. 7 (July 2007): 1797–820. http://dx.doi.org/10.1177/016146810710900713.

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Background/Context Theorists of civil society often view civil society as a site for democratic education. Civil society is supposed to assist democratic practice by offering people contexts in which they practice promoting the common good. This article, following Nina Eliasoph's intervention, takes this to be a claim requiring ethnographic exploration. The article provides an ethnographic answer to the question, What do people actually tell each other about the common good or national well-being in civil society moments? To explore this question, the authors turn to how a Samoan cultural group and a Maori cultural group rehearse and perform in a citywide high school cultural festival in Auckland. Purpose This article compares how migrant high school students and indigenous high school students use performances of traditional songs and dances to explore their relationships to the New Zealand nation. The article examines how the rehearsals take place, particularly who disciplines whom and how different levels of expertise are displayed. The authors compare how tutors circulate knowledge and discipline in the rehearsals with how the students perform their relationships to the New Zealand nation on stage. Setting We conducted ethnographic research at two different high schools in West Auckland, New Zealand. Population We observed two cultural groups with approximately 20 high school students in each. We also interviewed approximately 10 teachers and tutors who had been involved in preparing Samoan and Maori cultural groups for this festival. Research Design This was a qualitative case study. We observed rehearsals for 8 weeks and conducted semistructured interviews with students and teachers. Conclusions/Recommendations The authors argue that through the rehearsals and the performance, the Samoan migrant students and the indigenous Maori students adopt different relationships to the nation. The Samoan migrant students see themselves as more aligned to Samoa as the homeland that few of them have visited. They are out of place in the New Zealand nation and use nostalgic performances to perform this sense of dislocation. The Maori students, on the other hand, use the performances to express a political disenchantment with the New Zealand nation. They are constantly critiquing government policies in the context of these performances. In short, both Samoan and Maori students are expressing the ways in which they do not belong to the nation through their performances.
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Ritchie, Jenny. "The Bicultural Imperative within the New Zealand Draft Curriculum Guidelines for Early Childhood Education, ‘Te Whariki’." Australasian Journal of Early Childhood 21, no. 3 (September 1996): 28–32. http://dx.doi.org/10.1177/183693919602100307.

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The New Zealand Draft Curriculum Guidelines for Early Childhood Education, ‘Te Whariki’, introduced in 1993, are discussed in relation to the historical and cultural contexts which underlie their development, and aspects of the bicultural focus of the document are highlighted. The document addresses the aspirations of the indigenous people of New Zealand, the Maori, for their language and culture to be protected and sustained. Early childhood is the primary site for the transmission of language and culture, and this places the onus on all early childhood educators in New Zealand to address these issues in an integrated way within the early childhood curriculum.
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Lawrenson, Ross, Grace Joshy, Yoska Eerens, and Wayne Johnstone. "How do newly diagnosed patients with type 2 diabetes in the Waikato get their diabetes education?" Journal of Primary Health Care 2, no. 4 (2010): 303. http://dx.doi.org/10.1071/hc10303.

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INTRODUCTION: Education is accepted as the mainstay of management for people with diabetes. However, there are few population-based studies describing what education has been delivered from the patient’s perspective. AIM: To ascertain the sources of education for patients with newly diagnosed type 2 diabetes; what education was received and what were the patients’ views of group education. Delivery of education to Maori was compared with non-Maori. METHODS: A cross-sectional survey of patients identified from the Waikato Regional Diabetes Service database. Patients identified in one calendar year, having a diagnosis of type 2 diabetes and being aged between 20 and 89 years were included in the survey. Patients were sent a four-page questionnaire. Non-responders were followed up by telephone. RESULTS: 333/667 patients (50%) responded. The principal source of education for Waikato patients was general practice, from the general practitioner and/or the practice nurse. Ninety-three percent of patients reported that they had received some education about diabetes at the time of diagnosis. There was no difference between Maori and non-Maori in the reported levels of diabetes education received, but the patient perceived knowledge score was significantly lower for Maori in all aspects studied. DISCUSSION: The overall impression was that patients were receiving appropriate information about diabetes, but there does appear to be room for improvement in some areas, particularly the importance of blood pressure and lipid control. We believe that further research on the educational needs of Maori and ethnic minorities is needed. KEYWORDS: Diabetes; family practice; education; New Zealand
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Anderson, Clara, Malinda Chase, James Johnson, Debbie Mekiana, Drena McIntyre, Amelia Ruerup, and Sandy Kerr. "It Is Only New Because It Has Been Missing for so Long." American Journal of Evaluation 33, no. 4 (September 26, 2012): 566–82. http://dx.doi.org/10.1177/1098214012449686.

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Despite 11,000 years of honing evaluation skills in order to thrive in some of the harshest climatic conditions on the planet, there are few Alaska Native program evaluators and until a recent exchange with New Zealand Maori, there was no collective vision for building Alaska Native capacity in program evaluation. This article tells the story of a recent project that represents the first concerted attempt at building the evaluation capacity of Alaska Natives. It is written by Alaska Native and Maori people involved in that project. This evaluation capacity building story is shared with the international evaluation community in the belief that others can learn from our experiences in attempting evaluation training across cultures and across the globe. The authors also hope that it will encourage other indigenous evaluators to share their stories so that a wider audience can benefit from the considerable knowledge about evaluation held by indigenous peoples.
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Perkins, Chris. "Promoting spiritual care for older people in New Zealand: the Selwyn Centre for Ageing and Spirituality." Working with Older People 19, no. 3 (September 14, 2015): 107–13. http://dx.doi.org/10.1108/wwop-01-2015-0003.

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Purpose – The purpose of this paper is to describe the development of a centre to promote the spiritual care of older people in New Zealand. Design/methodology/approach – The spiritual scene in New Zealand is described and “spirituality” defined. The history of the Selwyn Centre for Ageing and Spirituality (SCAS) is illustrated by case studies in three areas: research, education and advocacy, noting challenges in providing spiritual care to older people. Findings – The number of New Zealanders claiming a religious affiliation is dropping but spirituality is of interest and relevance to many people. The acknowledgement of Maori spirituality has affected government policy. The SCAS has supported research and provided education throughout the country. Advocacy is difficult where care focuses on the physical and funding for frail older people is limited. Research limitations/implications – While the importance of good spiritual care for older people is clear, this is not easy to achieve. However, an organisation like SCAS has brought the issue to national awareness and made some contribution to increased understanding and improved practice. Practical implications – As the population ages and expressions of spirituality diversify, a deeper understanding of spirituality beyond Christian religion is required. Social implications – While the SCAS focuses on older people, it has formed a nexus of people more widely interested in spirituality at all ages, in different cultures and throughout the country. Originality/value – This is the first description of a New Zealand organisation specifically addressing the spiritual care of older people.
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Kable, J. "Thoughts on Aboriginal Literature." Aboriginal Child at School 13, no. 1 (March 1985): 31–52. http://dx.doi.org/10.1017/s0310582200013614.

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Back in early 1982, a mate in New Zealand wrote to me describing, in a very excited manner, his research into cultural aspects of Maori people, especially with respect to the poetry relating to funeral rites. Concurrently, I was completing the Multicultural Education Diploma, and fostering an infant interest in aspects of Australian literature dealing with the immigrant experience and cultural difference (viz. Judah Waten’s Alien Son, and Nancy Keesing’s Shalom). Whilst I had not at that stage successfully made the link between such literature and its effective use in the educational process of students of non-English speaking background, I remember thinking that perhaps I should soon pursue a course which would lead me to an understanding of Aboriginal Australians, in some way similar to Terry’s pursuit in New Zealand.
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Kerr, Brigit Giovanna, and Robin Margaret Averill. "Contextualising assessment within Aotearoa New Zealand: drawing from mātauranga Māori." AlterNative: An International Journal of Indigenous Peoples 17, no. 2 (May 17, 2021): 236–45. http://dx.doi.org/10.1177/11771801211016450.

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There is long-standing disparity between the schooling success of many Māori (Indigenous peoples of Aotearoa New Zealand) learners and non-Māori learners. While much work internationally and nationally has focussed on culturally responsive pedagogies, the idea of culturally sustaining assessment has received less attention. Given the historical dominance of a West-centric education system, assessment practices within Aotearoa New Zealand schools have not necessarily embedded a Māori worldview. Informed by cultural advice, assessment constructs that embody manaakitanga (care, respect, hospitality), wānanga (a forum, a sharing of knowledge, a place of learning) and culturally sustaining pedagogy were examined alongside a literature review and analysis of interviews with four education practitioners. Results show that assessment can be designed to acknowledge Māori learners’ capabilities and educational successes. Findings, presented using a Hauora Approach to Assessment (Well-being Approach to Assessment) framework, provide much needed ways for teachers to contextualise assessment within mātauranga Māori (Maori knowledge system).
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Ludbrook, Robert. "Juvenile Justice - New Zealand’s Family Oriented Approach." Children Australia 17, no. 4 (1992): 7–10. http://dx.doi.org/10.1017/s1035077200012657.

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Our perceptions of children tend to vacillate between a romanticised view of them as young innocents whose unacceptable behaviour should be excused because of their youth, immaturity and impressionability and the contrasting view that they are uncivilised barbarians who, for their own good, must be treated firmly, even severely, so they may leam to distinguish right from wrong and to behave properly.The ‘child correction’ approach was favoured by the early British settlers in Aotearoa New Zealand. Soon after colonisation there were moves to establish child reformatories on the English model and children were often more harshly treated than adults. It was accepted that the most effective way of correcting children was to hit them with a cane or a whip. Some early observers noted the warmth and affection with which the indigenous Maori people treated their children and contrasted this with the stern and strict attitudes of the Anglo-Saxon colonisers.
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Dissertations / Theses on the topic "Maori (New Zealand people) – Education"

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Doherty, William. "Mātauranga Tūhoe : the centrality of mātauranga-a-iwi to Māori education /." e-Thesis University of Auckland, 2009. http://hdl.handle.net/2292/5639.

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Thesis (PhD--Education)--University of Auckland, 2009.
"A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Education, University of Auckland, New Zealand, August 2009." Includes bibliographical references.
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Broughton, John, and n/a. "Oranga niho : a review of Maori oral health service provision utilising a kaupapa maori methodology." University of Otago. Dunedin School of Medicine, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070404.165406.

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The goal of this study was to review Maori oral health services utilising a kaupapa Maori framework. The aims of the study were to identify the issues in the development, implementation and operation of Maori dental health services within each of the three types of Maori health providers (mainstream, iwi-based, partnership). The three Maori oral health services are: (i) Te Whare Kaitiaki, University of Otago Dental School, Dunedin. (ii) Te atiawa Dental Service, New Plymouth. (iii) Tipu Ora Dental Service, in partnership with the School Dental Service, Lakeland Health, Rotorua. Method: A literature review of kaupapa Maori research was undertaken to provide the Maori framework under which this study was conducted. The kaupapa Maori methodology utilised the following criteria: (i) Rangatiratanga: The assertion of Maori leadership; (ii) Whakakotahitanga: A holistic approach incorporating Te Whare Tapa Wha; (iii) Whakapapa: The origins and development of oranga niho; (iv) Whakawhanuitanga: Recognising and catering for the diverse needs of Maori; (iv) Whanaungatanga: Culturally appropriate forms of relationship management; (v) Maramatanga: Raising Maori awareness, health promotion and education; and (vi) Whakapakiri: Recognising the need to the build capacity of Maori health providers. Ethical approval was granted by the Otago, Bay of Plenty and Taranaki Ethics Committees to undertake interviews and focus groups with Maori oral health providers in Dunedin, Rotorua and New Plymouth. Information was also sought from advisors and policy analysts within the Ministry of Health. A valuable source of information was hui korero (speeches and/or discussion at Maori conferences). An extensive literature was undertaken including an historical search of material from private archives and the now defunct Maori Health Commission. Results: An appropriate kaupapa Maori methodology was developed which provided a Maori framework to collate, describe, organise and present the information on Maori oral health. In te ao tawhito (the pre-European world of the Maori) there was very little if any dental decay. In te ao hou (the contemporary world of the Maori) Maori do not enjoy the same oral health status as non-Maori across all age groups. The reasons for this health disparity are multifactorial but include the social determinants of health, life style factors and the under-utilisation of health services. In order to address the disparities in Maori oral health, Maori providers have been very eager to establish kaupapa Maori oral health services. The barriers to the development, implementation, and operation of a kaupapa Maori oral health service are many and varied and include access to funding, and racism. Maori health providers have overcome the barriers through two strategies: firstly, the establishment of relationships within both the health sector and the Maori community; and secondly, through their passion and commitment to oranga niho mo te iwi Maori (oral health for all Maori). The outcome of this review will contribute to Maori health gain through the recognition of appropriate models and strategies which can be utilised for the future advancement of Maori oral health services, and hence to an improvement in Maori oral health status. Conclusion: This review of Maori oral health services has found that there are oral health disparities between Maori and non-Maori New Zealanders. In an effort to overcome these disparities Maori have sought to provide kaupapa Maori oral health services. Whilst there is a diversity in the provision of Maori oral health services, kaupapa Maori services have been developed that are appropriate, effective, accessible and affordable. They must have the opportunity to flourish.
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Mitchell, Moana Erika. ""All we got to see were factories." : scoping Maori transitions from secondary school : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1244.

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Matthews, Nathan W., and n/a. ""He kura Maori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Maori Catholic education." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 2007. http://adt.otago.ac.nz./public/adt-NZDU20070921.134919.

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Church initiated and operated Maori secondary boarding schools have existed in Aotearoa in various forms since the arrival of the missionaries in the early 19th century. Since their inception, they have contributed significantly to the development of Maori society, particularly in the production of dynamic Maori leaders who have had a compelling influence on their communities, wider Maori society and in some instances on the nation state. This thesis will examine the Society of Mary�s establishment of Hato Paora College, Feilding, as an example of a Maori Catholic secondary boarding school. The first part contains four general chapters that provide relevant background information to the establishment of Hato Paora. The first identifies key aspects of a Maori Catholic world view and Maori Catholicism. Chapter two traces the arrival, and subsequent development, of the Catholic Church in New Zealand as a mission to Maori. The next chapter looks more specifically at the history of the Society of Mary in New Zealand and the development of the Diocese of Wellington, particularly their Maori missions, under their authority. Finally, Chapter four chronicles the situation of Maori within the New Zealand education system since its inception. Part two of this thesis contains eight chapters that present a detailed case study of Hato Paora. The exploration of the type of educational environment provided by Hato Paora College begins in Chapter six with the examination of its foundation. Chapters seven and eight look at the philosophies and administration of each of the six rectors. The two succeeding chapters describe the defining characteristics of the school, its Maori character and its Catholic character. Chapter eleven evaluates how this school has influenced the boys who attended, using interviews with a representative sampling of old boys. Chapter twelve concerns the relationships that the College early established with the Maori communities that it belongs to. In the final chapter, a model will be presented as a plan for the future of the school. This philosophical model attempts to provide a guide for Hato Paora, using Kaupapa Maori theory as the basic framework, while still retaining the ideals and philosophies of the College�s Marist founders.
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Patrick, Rachel. "Teaching the storied past : history in New Zealand primary schools 1900-1940 /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7057.

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This thesis examines history teaching in New Zealand primary schools between 1900 and 1940, situating the discussion within an intertwined framework of the early twentieth-century New Education movement, and the history of Pakeha settler-colonialism. In particular, it draws attention to the ways in which the pedagogical aims of the New Education intersected with the settler goal of ‘indigenisation’: a process whereby native-born settlers in colonised lands seek to become ‘indigenous’, either by denying the presence of the genuine indigenes, or by appropriating aspects of their culture. Each chapter explores a particular set of pedagogical ideas associated with the New Education and relates it back to the broader context and ideology of settler-colonialism. It examines in turn the overarching goals of the New Education of ‘educating citizens’, within which twentieth-century educationalists sought to mobilise biography and local history to cultivate a ‘love of country’ in primary school pupils, exploring the centrality of the ‘local’ to the experience-based pedagogy of the New Education. Next, it argues that the tendency of textbook histories to depict governments – past and present – in an overwhelmingly positive light, served important ongoing colonising functions. Next it examines the influence of the Victorian ideal of ‘character’ in textbooks, particularly during the first two decades of the twentieth century, through a pedagogy centred upon the assumption that the lives of past individuals or groups could be instructive for present generations.
By the 1920s and 1930s, the normative models of behaviour represented by character had come under challenge by the more flexible notion of ‘personality’ and its associated educational aims of expression, creativity and self-realisation, aims that emerged most clearly in relation to the use of activity-based methods to teach history. The juxtaposition of textbooks and activity-based classroom methodologies in the primary school classrooms of the 1920s and 1930s brought to light some of the broader tensions which existed within the settler-colonial ideology of Pakeha New Zealanders. The longer-term impact was a generation for whom the nineteenth-century British intrusion into Maori lands and cultures from which Pakeha New Zealanders massively profited was normalised.
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Berryman, Mere. "Repositioning within indigenous discourses of transformation and self-determination." The University of Waikato, 2008. http://hdl.handle.net/10289/2565.

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This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory. The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.
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Buck, Peter Henry. "Medicine amongst the Maoris in ancient and modern times a thesis for the degree of Doctor of Medicine (N.Z.) /." Wellington, N.Z. : New Zealand Electronic Text Centre, 2007. http://www.nzetc.org/tm/scholarly/tei-CouNouv.html.

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Thesis (Ph. D.)--University of New Zealand, 1910.
"Abound" is the pseudonym of Sir Peter Buck. Photocopied material. Title from title screen (viewed on 19 June 2009). Creation of machine-readable version: Planman Technologies. Conversion to TEI.2-conformant markup: Planman Technologies. Creation of digital images: Planman Technologies. Originally published in print: University of New Zealand, 1910.
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Hudson, Maui. "He matatika Māori Maori and ethical review in health research : a thesis submitted in partial fulfilment of the degree of Masters of Health Science, Auckland University of Technology, 2004." Full thesis. Abstract, 2004.

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McFarlane, Turi R. "The contribution of taewa (Maori potato) production to Maori sustainable development a dissertation submitted in partial fulfilment of the requirements for the degree of Master of Applied Science in international rural development at Lincoln University /." Diss., [Lincoln, N.Z.] : Lincoln University, 2007. http://hdl.handle.net/10182/306.

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Gagné, Natacha. "Maori identities and visions : politics of everyday life in Auckland, New Zealand." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84994.

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Indigenous peoples around the world have been involved, especially since the 1970s, in nationalist or sovereigntist movements, as well as in struggles for decolonization, self-determination, and recognition of their rights. Maaori of Aotearoa/New Zealand are engaged in just such processes and, particularly since the 1960s and 1970s, as part of the Maaori "cultural renaissance". Since about 70% of Maaori live in urban areas, cities---Auckland in particular---have become important sites of affirmation and struggle. This study, which falls within the field of urban anthropology, is an investigation of what being Maaori today means and how it is experienced, in particular in the city. The sense of place of Maaori living in Auckland and the appropriation of space in the urban context are important dimensions of this study. It explores the complexity of Maaori relationships to the urban milieu, which is often perceived as an alien and colonized site; the ways they create places and spaces for themselves; and the ongoing struggles to (re)affirm Maaori identities and cultural aspects considered important elements of these identities. The focus of this research is on everyday life and "ordinary" Maaori (in contrast to elites). It reveals the significance and importance to Maaori affirmation and resistance of the extended family and certain types of "city houses" which are based on "traditional" marae (Maaori traditional meeting places) principles. In contrast to many studies that have stressed the assimilation pressures of the urban milieu and global forces on indigenous societies, this research underlines processes of (re)affirmation. It shows how indigenous visions, and ways of being are maintained and even strengthened through changes and openness to the larger society. Coming to understand these processes also led to the exploration of Maaori realms of interpretation or figured worlds, the heteroglossic and complex ways people engage in or rel
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Books on the topic "Maori (New Zealand people) – Education"

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Caccioppoli, Peter. Maori education. Auckland, N.Z: Kotahi Media Ltd., 2006.

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Walker, Ranginui. Liberating Maori from educational subjection. [Auckland]: Research Unit for Maori Education, University of Auckland, 1991.

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Smith, Graham Hingangaroa. In absentia: Maori education policy and reform. [Auckland]: Research Unit for Maori Education, University of Auckland, 1991.

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(Organization), Nga Kairangahau, and New Zealand. Ministry of Maori Affairs., eds. Māori education: Current status. Wellington [N.Z.]: Ministry of Maori Affairs, 1991.

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Smith, Graham Hingangaroa. Tomorrow's schools and the development of Maori education. [Auckland]: Research Unit for Maori Education, University of Auckland, 1991.

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Judith, Simon, ed. Nga Kura Maori: The native schools system 1867-1969. Auckland: Auckland University Press, 1998.

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R, McConnochie Keith, ed. Education as cultural artifact: Studies in Maori and Aboriginal education. Palmerston North, N.Z: Dunmore Press, 1985.

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Smith, Graham Hingangaroa. Reform and Maori educational crisis: A grand illusion. [Auckland]: Research Unit for Maori Education, University of Auckland, 1991.

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Ryba, Ken, Roger Moltzen, and Deborah Fraser. Learners with special needs in Aotearoa New Zealand. 2nd ed. Palmerston North, N.Z: Dunmore Press, 2000.

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1912-, Wharemaru Heeni, ed. Through the eye of the needle: A Māori elder remembers. Fort Worth, TX: Harcourt College Publishers, 2001.

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Book chapters on the topic "Maori (New Zealand people) – Education"

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Poulsen, M. F., D. T. Rowland, and R. J. Johnston. "Patterns of Maori migration in New Zealand." In People on the Move, 309–24. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003459538-29.

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Rata, Elizabeth. "Kaupapa Maori Education in New Zealand." In Citizenship and Political Education Today, 59–74. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230522879_4.

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Durie, Arohia. "Maori-English Bilingual Education in New Zealand." In Bilingual Education, 15–23. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_2.

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Veukiso-Ulugia, Analosa, Riki Nofo’akifolau, and Katie Fitzpatrick. "Weaving policy, theory and practice: Relationships and sexuality education and Pacific young people in Aotearoa-New Zealand." In Sex and Gender in the Pacific, 27–39. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003142072-4.

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O'Sullivan, Dominic. "Economic development as differentiated citizenship: New Zealand." In Indigeneity: A Politics of Potential. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447339427.003.0008.

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Citizenship is a determinant of indigenous economic opportunity; it defines the ways in which people belong to the national political community and influences people’s access to economic agency. The relationship between economic agency and differentiated citizenship is especially close. It is a relationship that proceeds from wider relationships between culture and what people expect from economic activity. It proceeds also from the central role that differentiated citizenship plays in admitting culture into public policy. The relationship among economic opportunities, Treaty settlements and educational effectiveness are also important marks of substantive differentiated citizenship. The chapter shows that Maori ethnicity is not synonymous with victimhood, but that Maori see the purpose of economic activity from a self-determining culturally defined perspective.
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Yates, Anne. "Online Teacher Education." In Teacher Education Programs and Online Learning Tools, 98–119. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1906-7.ch006.

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This chapter reports a study which examined experiences of nine beginning teachers who completed their initial teacher education in the online mode. The study investigated reported perceptions during their first six months teaching. Participants found the content of the online program comprehensive, prepared them well to begin teaching, and provided an opportunity for Maori (New Zealand’s indigenous people) to become high school teachers. Main advantages of studying online were: flexibility; saving time and money; developing skills and personal attributes such as independence; and for some, the only way to become teachers. The major disadvantage was the difficulty of studying alone despite an interactive delivery platform. Also, participants were concerned learning online did not allow modelling of teaching skills and this impacted on participants’ classroom practice. Recommendations include creating connections for online learners; using skilled staff; creating culturally appropriate online environments; and incorporating opportunities for face-to-face interaction in online initial teacher education.
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McKay, David O. "New Zealand Revisited." In Pacific Apostle, edited by Reid L. Neilson and Carson V. Teuscher, 227–42. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042850.003.0010.

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David O. McKay’s return to New Zealand was punctuated by several reunions, one with his travel companion Hugh J. Cannon, and others with members and missionaries he met on his earlier visit. McKay and Cannon visited Maori villages, the Maori Agricultural College at Korongata, and member congregations around the island. Impressed by certain church leaders and their families, the Maori people and their culture, and the enterprising missionaries he encountered on this leg of his journey, McKay noted several outstanding challenges facing the Maori Agricultural College. The two visitors remained in New Zealand from July 18 to August 2, 1921. From Auckland, the pair set sail aboard the SS Ulimaroa for Australia, their final stop on their tour of the church’s Pacific missions.
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"Mathematics and New Zealand Maori Girls." In Equity In Mathematics Education, 118–25. Routledge, 2005. http://dx.doi.org/10.4324/9780203990087-20.

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"Maori-Medium Education in Aotearoa/New Zealand." In Medium of Instruction Policies, 33–54. Routledge, 2003. http://dx.doi.org/10.4324/9781410609328-8.

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Neal, Terry T., Andrea Barr, Te Arani Barrett, and Kathie Irwin. "Toi Whatoranga." In Information Technology and Indigenous People, 120–22. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-298-5.ch014.

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In early 2004, the Institutes of Technology and Polytechnics of New Zealand (ITPNZ) received funding from the New Zealand government for a project “Critical success factors for effective use of e-learning with Maori learners.” A group of individuals passionate about the potential for e-learning to transform learning experiences for everyone, including Maori, developed the project’s approach.
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Conference papers on the topic "Maori (New Zealand people) – Education"

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J. Kovacic, Zlatko. "Positioning of Maori Web Sites in the Space Generated by the Key Concepts in Maori Culture." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2353.

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We examine how accurately the belief system or cultural concepts of Maori, the indigenous people of New Zealand, is reconstructed in the virtual world of the Internet. Nine Maori web sites were searched using a list of 44 key concepts in Maori culture. We registered how many pages within a particular web site contain each of the key concepts. These numbers were set up in a data matrix for further statistical analysis. The Multidimensional Scaling method was used to construct a spatial representation of Maori web sites in the space generated by the key concepts in Maori culture. Using the correlation coefficients between derived dimensions and the key concepts we interpreted three dimensions as General Cultural, Intra-tribe Dynamics and Educational. The position of each Maori web site in this space has been located and described.
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Abdul Razak, Norhanim. "FROM CREATION OF THE UNIVERSE TO A WHALE RIDER: EXPLORING TRADITIONAL TALES IN THE DIGITAL PROMOTION OF NEW ZEALAND." In GLOBAL TOURISM CONFERENCE 2021. PENERBIT UMT, 2021. http://dx.doi.org/10.46754/gtc.2021.11.027.

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The paper applied a content analysis method to examine how myths and legends have been employed by the promotional organization in portraying New Zealand on the official tourism website. The assessment of the website uncovered six main legends which have been presented in the promotion of New Zealand to potential tourists. These traditional tales have been incorporated into the website chiefly as part of Maori heritage attributes in which purakau (the Maori term for legends) represents among crucial aspects in understanding their worldviews and cultural identities. Legends narrating fishing voyages involving demi gods offers a mythological explanation of the origin of the geological formation of islands of New Zealand were presented more than once on the website. Among the legends presented to readers on the websites encompass stories of Tane Mahuta, which depicts the tale of the sky father, the earth mother, and the creation of the world of light that humans live in today. Another unique legend, Paikea the whale rider, is featured as part of the description of a whale-watching attraction in Kaikoura, Christchurch. The overall analysis uncovered that legendary tales are incorporated into the website as the part historical origin of Maori people and in the promotion of several tourist attractions in New Zealand. From a tourism perspective, the representation of these tales enhances the appeal of destinations and make them stand out to visitors. The inclusion of the purakau offers tourists a deeper understanding of the cultural heritage of this country. Furthermore, Maori worldviews on the creation of the universe and formation of the natural environment are transpired. It is noticeable through these legends that Maori people strongly respect their ancestors and highly appreciated natural resources. Finally, the emphasis on environmental conservation and sustainability as ingrained in the tales further supported the overall promotional tagline of 100% Pure New Zealand and the inclusion of Tiaki Promise a commitment to care for New Zealand, for now, and for future generations on the official tourism website.
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Lopez, Dobrila, and Cherie Freeman. "THE INTRODUCTION OF INTERNATIONAL STUDENTS IN NEW ZEALAND TO THE INDIGENOUS MAORI CULTURE." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0184.

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Forbes, Sharleen. "Collaboration and cooperation: the key to reaching out." In Statistics Education and Outreach. International Association for Statistical Education, 2011. http://dx.doi.org/10.52041/srap.11601.

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Statistics New Zealand produces and disseminates national statistics so is interested in the statistical capability of key groups of user such as government; the media and Maori (indigenous New Zealanders). In 2006 a network of academics in official statistics (NAOS) was established and its members have presented short courses for government staff (on ethics and legislation, interpreting opinion polls and demography) and actively contributed to the design and delivery of formal qualifications including the Certificate of Official Statistics and an honours/ masters paper in official statistics. This paper will be taught simultaneously to students in at least three universities by individuals from five separate institutions using video-conferencing facilities. The collaborative process and the key roles of the national statistics association in forming collegial relationships and the national statistics office in facilitating between-university cooperation are discussed.
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Forbes, Sharleen. "Statistics education in new zealand, and its influence on the iase." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13403.

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For some time, New Zealand has been leading the world in terms of the focus and scope of its statistics curriculum in schools. The curriculum is characterised by its data handling, and in more recent years, data visualisation approach. In 2013 bootstrapping and randomisation will be added to the curriculum achievement objectives for the senior secondary school (Ministry of Education, 2012). This paper gives an historical perspective of the people and groups that have influenced the development of the New Zealand curriculum and outlines the influence and impact of some of these New Zealanders, such as Professors David Vere-Jones and Chris Wild together with Maxine Pfannkuch and John Harraway, on the International Association for Statistical Education (IASE). The roles of both the IASE and the local professional statisticians’ association, the New Zealand Statistical Association (NZSA), are discussed together with the possible long-term impact of new statistical literacy based school curriculum in New Zealand on tertiary statistics teaching.
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Beckwith, Victoria. "Practical Use of Education and Dyslexic Lenses within Tertiary Education: The Dyslexia-Friendly Quality Mark." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205004.

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This paper offers a lens to the Dyslexia-Friendly Quality Mark experience, from the perspective of a dyslexic person, how their perceptions shaped their perspectives, and the manifestation of these while journeying towards achieving the Dyslexia-Friendly Quality Mark. Normalising dyslexia and providing safe environments where dyslexia awareness is seen to be commonplace is important, and will support those who have prior experiences of struggling with education. Positive awareness of dyslexia supports diversity, performance, motivation and retention. It also benefits the learning of all learners and staff, not just those with dyslexic tendencies, by equipping them with awareness of advantageous strategies for themselves, their communities and organisations, both now and in the future. It is important for tertiary organisations to remember that a dyslexic person is likely to have dyslexic family members. Dyslexic people and whānau (family) may not know they are dyslexic (or may not identify as such), dyslexic people remain in education despite prior experiences or frustrations, and our dyslexic people are resilient and determined, having manoeuvred their way around obstacles to be in our organisations. The discussion surrounding dyslexia continues globally; significantly, there are things afoot in Aotearoa New Zealand that have gained attention overseas, and will have a resounding impact on tertiary staff and learners. It is an exciting time for dyslexia and Aotearoa New Zealand.
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McGuinness, Gareth, and Lesley Hooper. "The role of national statistics institutions in the use and understanding of official statistics in the compulsory education sector." In Statistics Education and the Communication of Statistics. International Association for Statistical Education, 2005. http://dx.doi.org/10.52041/srap.05302.

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Statistics New Zealand, like many national statistics institutions (NSIs), is charged with increasing the use and understanding of official statistics in the wider community. This seemingly insignificant outcome is driving radical changes in the way NSIs communicate their statistics to their audiences. One area where NSIs are increasingly working to communicate statistics is the compulsory education sector. Helping primary and secondary school students use and understand statistics is regarded as one of the best ways to promote the long- term use and understanding of official statistics. While there are many ways to build this statistical capability in young people, an emerging policy strand suggests that it is not realistic for NSIs such as Statistics New Zealand to embark on statistical education programmes of their own. Instead, it is argued that they should focus on three planks: encouraging agencies for education policy to place a high value on statistics education; influencing curriculum development (in statistics and other subjects) to include significant official statistics components; and providing targeted official statistics resources to support curricular components. This paper critically examines this approach to achieving the desired relationship between NSIs and the compulsory education sector, from a New Zealand perspective.
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Nicholson, James. "Reasoning with data or mathematical statistics? Is the uk moving in the right direction?" In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15402.

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Reasoning with data has been recognised as an important life skill for a number of years, but the statistics curriculum at school level has done little or nothing to prepare our young people to meet the challenges of working with large multivariate datasets. New curricula proposed for England seem to place an increasing emphasis on statistics as a branch of mathematics, and less on its role of making sense of the complex evidence in the world around us. The paper outlines the proposed curriculum developments, and discusses the proposed developments in the context of developments in the wider statistics community in respect of the use of hypothesis testing. It compares the direction of curriculum change with that of New Zealand and discuss the challenges facing the successful implementation of the new curriculum.
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Azevedo, Ana. "Cultivating global citizenship: Reciprocity, people-to-people relationships, and cultural acknowledgement for building true internationalisation." In LINK 2023. Tuwhera Open Access, 2023. http://dx.doi.org/10.24135/link2022.v4i1.203.

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The internationalisation of Higher Education is an evolving non-linear phenomenon, associated with the globalisation of the world economy in the way it affects the needs and objectives of education. Over the past decades it has increasingly become a fundamental part of governmental agendas, through the interconnections between student learning, employment, university governance, education diplomacy, knowledge economy, socio-economic impacts and countries’ strategies to influence international reputation. As a result, it affects global politics, and the world's economy. In a world divided by concepts such as developed and developing economies, colonisers and colonised nations or student sources and student destinations, internationalisation became entwined with historical legacies. It is marked by contemporary challenges that created barriers for the development of a truly reciprocal and collaborative approach to partnerships. The progressive adoption of English as the mainstream language for research publication, the use of migration policies and the concept of full tuition fees for international students reinforced a colonialist, westernised idea of the world that may ignore indigenous goals and epistemologies. While the principle of reciprocity is a key element in the internationalisation discourse, its practical application can be challenging due to historical imbalances. This presentation will explore possibilities where commonalities between Latin America and New Zealand historical, geographical, and social contexts could lead into the development of a more inclusive and equitable approach to internationalisation in Education. The presentation will delve in possible answers for the question: would it be possible to leverage the values brought by diaspora communities, in alignment with those established by the Māori culture, for the development of a new model of internationalisation strategy, valuing developing a more inclusive and equitable approach to internationalisation of higher education? It contributes to an expanded understanding ot the structural aspects of internationalisation through the proposition of non-colonial approaches and a commentary on practice.
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Morton, Scott, Petrea Redmond, and Peter Albion. "Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0103.

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The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Māori and Pacifica, entering into ICT study and pursuing ICT careers. This paper explores factors that discourage participation of Māori and Pacifica high school females in ICT. Semi-structured questions were created based on a STEM cell framework to interview Māori and Pacifica females between the age of 15 and 17 years studying at high school. It was found that by year 11 Māori and Pacifica females lost interest in ICT. This came down to many factors such as perception of the industry not being diverse in people and culture, the subject being dull or boring and the subject not catering for creativity. It was clear from the results that Māori and Pacifica females were discouraged more than encouraged by perceptions and attitudes towards ICT. Māori and Pacifica females had already made their minds up by year 11 that ICT was not the right career choice to follow. Schools need to recognise the students’ journey in ICT in this changing world and start promoting ICT as being creative and imaginative.
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Reports on the topic "Maori (New Zealand people) – Education"

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Heath, Samantha, Sue Hudson, Nasyitah Abd Aziz, Adrianna Grogan, Bernadette Solomon, Christianah Adesina, Eltahir Kabbar, et al. Stocktake of placement preparation and clinical experience for Aotearoa New Zealand student nurses in aged care settings: July 2023. Unitec ePress, October 2023. http://dx.doi.org/10.34074/rsrp.103.

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The global population is getting older. In 2019 there were 703 million people aged ≥65 years. This figure is predicted to double to 1.5 billion, or 16% of the global population, by 2050 (United Nations, 2020). By comparison, Aotearoa New Zealand is expected to see a 36% increase in people aged ≥65 years for the ten years between 2021 and 2031 (Stats NZ, 2020). Since age is the most significant predictor for the most common health conditions, and the prevalence of chronic diseases and disability is also set to increase, pressures on most healthcare services are likely to escalate (Inouye et al., 2021). The Better Later Life (2019–2034) strategy sets out key areas of action for addressing a response to our ageing population. It recognises the importance of promoting healthy ageing and improving access to services as a fundamental part of the realisation of the strategy. A key factor underpinning this action is the education of health professionals. Nurses are at the front line of healthcare and are ideally placed to respond to the changing demographic. As a profession, we need to analyse how well we are preparing nurses for undertaking the work that will be required. As educators, we need to anticipate curriculum developments which may be required to support a well-prepared profession.
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Williams, Sarah. Silos and Systems. Auckland University of Technology, November 2023. http://dx.doi.org/10.24135/10292/16947.

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Executive Summary Education and health are interrelated. Education is positively associated with health behaviours, life expectancy, and morbidity and is an established social determinant of health. However, for learning to occur, children must be healthy, ready, and able. All too frequently, ill-health compromises learning and school attendance, leading to long-term negative consequences throughout life. Positioning health services alongside schools, and upholding collaborative intersectoral working, has positively impacted education and health outcomes for children and young people internationally. In New Zealand, however, the education and health sectors work in silo with no formal directive to do otherwise. Achieving and maintaining inter-sectoral collaboration is therefore challenging, piecemeal, and time-consuming. It is further complicated by system structure, competing priorities, and differing perspectives of the two sectors and those working within them. This multicase study of three urban primary schools explored the relationship between school staff and health services and the influences on this relationship. The study focused on the experiences and perspectives of participant principals, teachers, teacher aides, administrative staff, and Special Educational Needs Co-ordinators (SENCO) working with health services. Data were collected through semi-structured interviews, observations, and reviews of staff professional development and other related learning opportunities. The findings highlighted the uncoordinated working relationship between the health and education sectors in New Zealand and the current barriers to achieving workable, inter-sectoral collaboration. This study has confirmed the need for better inter-sector alignment while acknowledging the interdependence of both sectors. Collaborative inter-sectoral work between education and health is critical. The findings from this study recommend developing and implementing a national policy enabling these sectors to work together to achieve optimal education and health outcomes for children and young people in New Zealand.
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