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Te reo o te whenua rua aims to extend on working knowledge of Matauraka Kai Tahu and a higher level of proficiency in te reo Maori me ona tikanga. Reo whakamihi (words of acknowledgement and gratitude) will be taught to use in both formal and informal settings as well as increasing everyday use of te reo Maori and appropriate enactment of tikanga Maori.
On the successful completion of this course, students will be able to:1. Demonstrate an understanding of pūrākau (iwi-specific storying and cultural narrtives), and effective pedagogies for linking to all wāhanga ako (curriculum areas).2. Demonstrate an understanding of tūpuna/ atua and effective pedagogies for linking to wāhanga ako (curriculum areas) and/ or supporting ākonga success.3. Analyse language revitalisation practices and planning to support quality te reo Māori me ōna tikanga advancement in education. 4. Demonstrate increased confidence and competence to use te reo Māori me ōna tikanga in formal settings (cultural, educational and other).
Subject to approval of the Head of School.
Kari Moana Te Rongopatahi
Required Programme Texts:Birnie, J. (2017). Exploring learner-centredness for adults learning te reo Māori: easing the path to language acquisition. Retrieved from: BirnieJohnD2017PhD.pdf (otago.ac.nz).Hill, R. K. (2017). Bilingual Education in Aotearoa/New Zealand. In O. García, A. Lin,& S. May (Eds.), Bilingual and Multilingual Education (3rd ed., pp. 329–345). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-02324-3_23-1NZJH_35_2_01.pdf (auckland.ac.nz)Education Council (2017). Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession. Wellington, NZ:Education Council (2011). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington, NZ: Education Council; Ministry of Education. [Electronic resource, available at https://teachingcouncil.nz/content/tataiako]Moorfield, J. C (2008). Māori dictionary: te aka Māori-English, English-Māori dictionary. Auckland, NZ: Auckland University of Technology; Pearson Education New Zealand [Electronic resource, UC Library]Macfarlane, A. (2004). Kia hiwa ra! Listen to culture: Māori students’ plea to educators. Wellington, NZ: NZCER.Ngāi Tahu Iwi PDF. Retrieved from: I am Ngāi Tahu (ngaitahu.iwi.nz)Williams, N & Broadley, M. (2012). Resource Kit for Tikanga Practices. Ako Aotearoa. Retrieved from: RESOURCE SERIES | Marae protocol poster (ako.ac.nz)Recommended course reading:Beattie, H., Tikao, T,. (2004). Tikao Talk, Traditions and Tales. Cadsonbury Publishers.Bennett, C. (2020). Ngā kōrero a ngā poupou o te whare : how to improve Crown andlocal authority-initiated environmental planning engagement, from the perspectives of Ngāi Tahu environmental kaitiaki. Masters Thesis. UC.Higgins, R., Rewi, P.(2017). Olsen-Reeder, V. (He Whenua Haumako Te Kōhanga Reo me Te Ataarangi Pūrongo 1. As retrieved from: Purongo 1LR.pdf (maramatanga.ac.nz)Morgan, JL., Muller, M., Seed-Pihama, J., Skipper, H. (2019). Tukua ki te ao. Progressing the normalisation of te reo Māori in organisations. Te Kotahi Research Institute. The University of Waikato.O’Regan, H. (2016). Tīmatataka o te waiatataka mai o te reo. A thesis submitted to Auckland University of Technology in fulfilment of the requirements for the degree o of PhD.Te Huia, A. (2015). Perspectives towards Māori identity by Māori heritage language learners. Retrieved from: Perspectives-towards-Māori-identity-by-Māori-heritage-language-learners.pdf (psychology.org.nz)Tregear, E. (2014) Māori-Polynesian comparative dictionary. ‘Ai Pōhaku Press. Honolulu, Hawaii
Domestic fee $821.00
International fee $3,750.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Teacher Education .