Te Kohanga Reo Hei Tikanga Ako i te Reo Maori: Te Kohanga Reo as a context for language learning

Hōhepa, Margie Kahukura; Smith, Linda Tuhiwai; McNaughton, Stuart

doi:10.1080/0144341920120314

Cited by 32 publications

(19 citation statements)

References 4 publications

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“…As the linguistic and sociocultural knowledge structures the learning activity, the activity can then create and recreate the linguistic and sociocultural knowledge of the participants. Ensuring that there are participants within the learning setting who are more knowledgeable will help to ensure an environment which promotes the desired social and cultural outcome for all (Hohepa et al ., 1992).…”

Section: The Importance Of the Social And Cultural Contextmentioning

confidence: 99%

From Literacy in Māori to Biliteracy in Māori and English: A Community and School Transition Programme

Glynn

Berryman

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et al. 2005

International Journal of Bilingual Education and Bilingualism

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Teachers and community in a small rural Māori-medium school in New Zealand were concerned that their students who were highly literate in Māori experienced difficulties in reading and writing in English on entry to secondary school (where English was the medium of instruction). Consequently, this school and community introduced a 10-week culturally appropriate home and school English reading and writing programme for their Year 6, 7 and 8 students. Specific tutoring procedures were implemented to assist students with their English reading, while a structured written brainstorm procedure, together with a responsive written feedback procedure, was implemented to assist with their English writing. Data demonstrate that students from all three year groups (Years 6 Á 8) made marked gains in both reading and writing in English, and that these gains were not made at the expense of reading and writing in Māori. After 10 weeks in the programme students were able to read English at age-appropriate levels. The programme engaged the school and community in ways that affirmed cultural values and practices, and has since been incorporated into the school's regular pedagogical practice.

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Section: The Importance Of the Social And Cultural Contextmentioning

confidence: 99%

From Literacy in Māori to Biliteracy in Māori and English: A Community and School Transition Programme

Glynn

Berryman

Loader³

et al. 2005

International Journal of Bilingual Education and Bilingualism

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“…Intended to stop traditional healing that included the supernatural, it impeded the transmission of rongoā (indigenous knowledge about medicinal use of plants; Te Ara, ). Even though it can be argued that Māori provide more and more services in education (Hohepa, Smith, Smith, & McNaughton, ), health (Boulton, Simonsen, Walker, Cumming, & Cunningham, ; Turia, ), and welfare for Māori, inequities in the provision of and access to those services continue (Durie, ; Poata‐Smith, ). Current examples include the government‐funded health system and the criminal justice system (McIntosh & Workman, ).…”

Section: Counselling and Counsellor Education In Aotearoa New Zealandmentioning

confidence: 99%

Engaging with indigenous knowledge to shape a bicultural counselling programme in A otearoa N ew Z ealand

Crozier

Pizzini

2019

Psychother Politics Int

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This paper is an account of the rationale behind the authors’ efforts to create a Masters in Counselling programme, centred on a poststructuralist approach known as narrative therapy, that might be deserving of the designation “bicultural”. In developing the new degree, the goal was to bring the knowledge, language and values of the indigenous Māori people of Aotearoa New Zealand alongside and into a dialogue with international, Eurocentric, non‐Māori counselling theories and practices. Our hypothesis was that this dialogue might result in an innovative and transformational learning experience that could prepare counselling practitioners to work for more equitable outcomes with diverse client groups. We share this account of our narrative and the reflections stemming from our programme development work believing they offer a contribution to thinking about how counsellor education can engage well with cultural diversity. Beyond the question of how counselling practitioners are to engage with culturally diverse clients, which risks falling into essentialising models of diversity, we argue that the engagement with biculturalism, as suggested by the Treaty of Waitangi (Te Tiriti o Waitangi), provides a powerful lens for thinking about creating a socially just and inclusive counselling practice.

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“…Fortunately, these concepts are usually embodied in observable behaviours and interactions in culturally safe contexts. For example, observational studies of language use in kohanga reo settings (Hōhepa, G. Smith, L. Smith, & McNaughton, 1992;Tangaere, 1992) provide a useful guide to culturally competent strategies for observing and recording language interactions. Also the hui itself can be understood as a powerful context for the assessment and evaluation of new initiatives and proposals, embodying Māoripreferred processes of problem solving and decision making (Bishop & Glynn, 1997b).…”

Section: Learning In Groupsmentioning

confidence: 99%

Bicultural challenges for educational professionals in Aotearoa

Glynn

2015

Waikato Journal of Education

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Te Kohanga Reo Hei Tikanga Ako i te Reo Maori: Te Kohanga Reo as a context for language learning

Cited by 32 publications

References 4 publications

From Literacy in Māori to Biliteracy in Māori and English: A Community and School Transition Programme

From Literacy in Māori to Biliteracy in Māori and English: A Community and School Transition Programme

Engaging with indigenous knowledge to shape a bicultural counselling programme in A otearoa N ew Z ealand

Bicultural challenges for educational professionals in Aotearoa

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