Maori

Royal Tangarere (1997)

Te puawaitanga o te reo Maori

pp 10-18

Wellington:

NZCER

recorded in legends

Tane ascended the 12 realms

returned with 3 baskets of knowledge

All dimensions within individual

must be considered as a whole

Physical

Tinana

cognition

Hinengaro

emotions

Whatumanawa

spiritual

Wairua

cognitive development

is a process of 

practising

repeating

sorting

analysing

experimenting

reviewing

Whanau is an important assistance

starts tuakana/teina

instituting a system of practical experience

like an apprenticeship

scaffolding lang acquisition

Visualised as a series of steps like a poutama pattern

Supports Theories of Vygotsky

ZPD

learning as interaction between people and learner

meaning determined by situation and context

internalisation

process of understanding

socialisation

use of language in the context of culture

e.g. mihimihi

Bruner (1983)

early dialogue mostly "thing" oriented

next action words (verbs)

LASS

language acquisition support system

Peter & Boggs (1986)

lang. acquisition due to need to socialise

Bronfenbrenner (1986)

Ecology of Human Development

Environment and family processes

A

Ako

teaching

aroha

Love

H

haka

dance

Hinengaro

cognition

K

karakia

incantations / prayer

I

iwi

tribe

M

Mihimihi

Who your whanau is

P

poutama

weaving design

Pepeha

Where you are from

T

Taonga

Gift

teina

younger sibling

Tinana

Physical

tuakana

older sibling

tukutuku

lattice weaving

W

waiata

songs

Wairua

spiritual

Whakapapa

Ancestry

Whanau

Family

Whatumanawa

emotions

whanaungatanga

learning

kore

tahi

rua

Toru

Wha

rima

ono

whitu

waru

iwa

tekau

tekau ma tahi

tekau ma rua

tekau ma rua

:

:

rua tekau

toru tekau

wha tekau

rau

Glynn, T. (1998).

Bicultural challenges for educational professionals in Aotearoa.

Waikato Journal of Education,

4, 3-16.

maori history characterised by control of the majority

economic

social

political

refugees and migrants entitled to have their culture recognised

kaupapa maori

challenge at grass roots level to resist

Concerns

awknowledge Tino rangatiratanga

treating everyone the same does not address Maori aspirations for education

as a minority Maori have little power to effect cultural change

How