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The course explores theoretical notions specific to identity, culture, knowledge, evidence and pedagogy, providing a critical approach to understanding the enablers of educational success for Maori learners in contemporary Aotearoa New Zealand. Pre-service teachers will be encouraged to critically reflect on the significance of the Treaty of Waitangi principles in the broader education sense. Kaupapa Maori worldview perspectives will be drawn on by way of a series of frameworks to inform the threads of culturally responsive principles and strategies for action.
Learning outcomes 1. Critically examine the significance of the Treaty of Waitangi in the 21st century and Ka Hikitia as foundational constructs to Māori learners’ success.2. Critically reflect on one’s own cultural positioning and learning needs to extend cultural competency.3. Summarise the importance and differential outcomes for learners of educational practices that draw from place-based / local cultural histories and knowledge, as a rich source of curriculum content.4. Identify the key aspects of socio-cultural and Kaupapa Māori theoretical approaches to teaching, learning and assessment and how these approaches are able to support Māori learners. 5. Reflect on and analyse the key components of culturally inclusive classroom practice.6. Demonstrate and reflect on Māori-preferred pedagogical approaches in practice, including the appropriate use of Te Reo Māori and tikanga-nga-a-iwi in classroom and school contexts.Key contentTe reo Māori, Māori concepts and language for the classroom, will be taught to support relationship building and culturally responsive pedagogy. Theme 1: Rangatiratanga – knowing oneself- Reflecting on and understanding one’s own cultural identity and philosophical positioning as a precursor to understanding others- An analysis / reflective self-review of one’s own learning needs in relation to cultural awareness- Cultural competency and confidence as an enabler of culturally responsive practice: a pathway approachTheme 2: Pūmanawatanga – knowing about theory - Socio-cultural and Kaupapa Māori theories, and ways of knowing; drawing from ecological and holistic perspectives- The inextricable links between identity, culture and language Theme 3: Kotahitanga –knowing your students- Creating a culture of care in the classroom: the hidden (social) curriculum- Creating a culture of care in the curriculum: the relevance and responsivity- Modelling inclusion: opening doorways with te reo me ona tikanga MāoriTheme 4: Manaakitanga – The importance of knowing about pedagogy - Caring about Māori students’ learning: raising expectations as a means to raising achievement- Ako and tuakana teina as pedagogies: effective teaching practices to support teachers of Māori learners- Assessment for learning: the importance of narrative assessment practices. Theme 5: Whanaungatanga – knowing your community- drawing from the local cultural histories and iconography - ‘Place-based education’ and ‘mana whenuatanga’/ ‘tangata whenuatanga’ connections to knowledge and the role of teachers as curriculum designers- Linking the culture of home and school – partnerships of interdependence
EDMT601. RP: Previous and/or concurrent engagement with Te Reo Maori
Previous and/or concurrent engagement with Te Reo Maori
Te Hurinui Karaka-Clarke
Carrington, Suzanne. , MacArthur, Jude; Teaching in inclusive school communities ; John Wiley, 2012.
Moorfield, John C; Maori dictionary : te aka Māori-English, English-Māori dictionary ; Auckland University of Technology ;Pearson Education New Zealand.
New Zealand. , New Zealand Teachers Council; Tataiako : cultural competencies for teachers of Māori learners ; Ministry of Education, 2011.
Penetito, Wally; What's Māori About Māori education? : the struggle for a meaningful context ; Victoria University Press, 2010.
Macfarlane, Angus H. , New Zealand Council for Educational Research; Discipline, democracy and diversity : working with students with behaviour difficulties ; New Zealand Council for Educational Research, 2007.
Tau, Te Maire. , Anderson, Atholl., Carrington, A. H; Ngāi Tahu : a migration history : the Carrington text ; Bridget Williams Books, 2008.
Winitana, Chris , New Zealand; Tōku reo, tōku ohooho : ka whawhai tonu mātou = My language, my inspiration : the struggle continues ; Huia Publishers :Te Taura Whiri i te Reo Maori, 2011.
McMurchy-Pilkington, C. (2008). Indigenous people: Emancipatory possibilities in Curriculum development. Canadian Journal of Education, 31(3): 614-638.Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4): 3-12.Macfarlane, S. (2009) Te Pikinga ki Runga: Raising Possibilities. Set: Research Information for Teachers, 2: 42-50.Macfarlane, A., Glynn, T., Waiariki, G., Penetitio, W., Bateman, S. (2008). Indigenous epistemologies in a national curriculum framework. Los Angeles, CA: Sage Publications.Johnston, P. (1997). Tiptoeing through the puha. Palmerston North: Dunmore Press.
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All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations and the College of Education Assessment Guidelines for Students.On submitting assignments, students must confirm that the work being handed in is original and their own work.
Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines for Students. These can be accessed at Information for Undergraduate and Graduate Students http://www.education.canterbury.ac.nz/for/undergraduate.shtml.Assessment for this course in the Master of Teaching and Learning (MTchgLn) is against defined standards and learning outcomes. Assignments are graded against the UC Common Grading Scale A+ to E. The marks for the assignments will be aggregated for the final grade, based on the assignment weightings. Grading ScaleGrade GPA Value MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99A Pass grade is C- or over for the course.Students must pass all assessment requirements to obtain a final Pass grade for the course. Final grades will be determined at an examiners’ meeting at the end of the course and reported using the UC Common Grading Scale.
Classes (face-to-face and web-based) are participatory and therefore require full attendance and engagement.Face-to-face classesAttendance is required at all scheduled lectures & workshops in order to meet the learning outcomes of the course. Web-based componentsAspects of the course will be delivered through the Internet and using Learn (Moodle). Students are required to regularly access online materials and resources and participate in online discussions and interactions in order to meet the course learning outcomes.
Formal and informal evaluation will take place in accordance with the University of Canterbury (UC) Course Evaluation Policy, to provide feedback to course staff about the relevance and validity of the intended learning outcomes, what has been learned and the quality of course organisation and delivery. Teaching and courses will be assessed through the regular use of UC evaluative instruments. In addition, the course will be subject to the internal and external moderation and evaluation processes of the Master of Teaching and Learning (MTchgLn). A Graduating Year Review will be undertaken for the programme, in accordance with UC policy. As this course is part of an initial teacher education qualification, it will also be subject to the monitoring and moderation processes of the New Zealand Teachers Council.
Course grades will be internally moderated in accordance with the processes adopted by the College of Education.
Work is considered late if it is handed in after an assignment due date, without an extension having been applied for and granted. Late work would normally not be marked.Work that is handed in late is normally ineligible for resubmission. Procedures for late submissions of work are more fully outlined in the College of Education Assessment Guidelines for Students.
Key aspects of this course are web-based. Many of the course materials, videos of lectures, tasks and communications are provided via the course Learn site. Students need to have ready access to a computer and the Internet. They will be required to actively engage and interact online with learning materials and course participants over the duration of the course. It is expected that all written work will demonstrate a high standard of academic literacy. This includes accurate use and mastery of: punctuation, spelling, syntax, macrons in the spelling of Māori words, and APA referencing conventions.
Students are encouraged to plan their work so deadlines are met. Extensions are not granted automatically. Under exceptional circumstances (e.g. illness, accident, bereavement, tangi, or critical personal circumstances) individual students may be granted an extension. The course lecturer concerned must be contacted in writing (normally by e-mail) a minimum of two days before the due date of an assignment. Applications for extensions must be supported by relevant reasons and students may be asked to provide evidence of special circumstances (e.g. medical certificate, letter from counsellor). The procedure for extensions is more fully outlined in the College of Education Assessment Guidelines for Students.
A resubmission is permitted where work for an assignment received a failing (D) grade. Work that received a passing grade (C- or higher) cannot be resubmitted. The highest grade that a resubmitted assignment can be awarded is a C-. Work that is to be resubmitted will normally be due one week after being returned to the student.One resubmission is allowed for a course.Conditions relating to resubmissions are more fully outlined in the College of Education Assessment Guidelines for Students.
Special consideration of assessment items: Special consideration of assessment items (aegrotats) are not available for this course and all assignments must be completed. Where circumstances mean that students cannot submit assignment work on time, they should apply the guidelines for extensions and late work. Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office will not be required.Special consideration for late discontinuation: Special consideration for late discontinuation of the course is available. Students who are prevented by extenuating circumstances from completing the course after the final date for withdrawing may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester. Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/.This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student Advice team for assistance. For more information see General Course and Examination Regulations – H.
Students will be required to submit their course assignments electronically, within an assignment drop-box on the Learn course site. Assessment results will be returned to students via the same delivery method. Students may also be required to submit some assignments in hard copy. In some cases, Turnitin will be used to check for plagiarism. Where this applies, students will be informed in the Assignment Description and Requirements on the course Learn site.It is the responsibility of the students to check their internet access and ability to submit their work via the online system. Any technical difficulties should be dealt with well ahead of the due date. If assistance is required for this, students should email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060
Domestic fee $870.00
International Postgraduate fees
* 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 .