Embracing Māori language and culture authentically and respectfully

Rau and Ritchie (2005) discuss the first vital step to committing to a bi-cultural and bilingual curriculum is a “changing of heart” having a genuine desire to develop in a bi-cultural and bilingual way in order to improve the quality of our teaching practice (as cited in Gordon-Burns & Campbell, 2014, p. 33).  This change needs to be instigated from centre managers and teachers together, if awareness of personal values and beliefs can be identified and fears of speaking te reo Māori recognised, this is the first step to change (Gordon-Burns & Campbell, 2014).  Additionally, Gordon-Burns and Campbell recognise the need for Government policies that encourage teachers to achieve competency in speaking and teaching te reo Māori and nga tikanga-a-iwi.  A plan needs to be established to facilitate self-review and future steps forward to increasing bilingual competency; critical reflection and professional development go hand on hand to build sound bi-cultural pedagogical practices (Gordon-Burns & Campbell, 2014). Te Whāriki (2017) asks the following question for reflection "in what ways is te reo Māori used and encouraged in this setting as a living language?"(Ministry of Education, 2017, p. 45).  An example of "living language " in practice is a number of  Playcentres in Wellington offer their whanau an opportunity to learn te reo Māori in a supportive environment.

If we are open to change, there are many resources available to assist in growing understanding of te ao Māori and te reo Māori. The Ministry of Education (MOE) provides a teacher with many resources including the curriculum Te Whāriki, the teaching competency document and guidelines Tātaiako and assessment tools like Te Whatu Pōkeka, and other resources that support kaupapa Māori assessment.  

Childspace has a very useful resource that outlines how to work as a team to identify an individual’s values and beliefs and fears that may be limiting the use of te reo Māori, there are also many useful phrases for the ECE setting (Childspace Early Childhood Institute, 2017). There are courses from level 2 and upwards that lay the foundation for language development at the Eastern Institute of Technology (EIT) and other Universities and Institutes nationwide, which may be fee free. Learning te reo Māori through waiata has also been supported by Gordon-Burns and Campbell (2014). Resources for teachers are numerous and include, waiata, books, stories about Nga Atua, all the images on the next post are links to resources I have found very helpful. 

The links to our past our whakapapa is what helps make New Zealand unique, when we watch the haka being performed by the All Blacks at the start of a rugby game it inspires us to feel like New Zealanders, it unites us as a nation and as a nation we can keep the Maori culture and language alive to celebrate the past and embrace the future.

http://stuffthenews.co.nz/can
-the-maoris-ever-move-on/

When I look back on the history of te reo Māori and the decline of the language hand in hand with the decline in culture, I feel saddened. I want to play my part however small in helping the regeneration of te reo Māori. So how can we ensure our incorporation of te reo Māori and tikanga ao Māori are authentic and respectful? For me it is about intention, having an open heart and mind and truly trying my best to learn as much as I can and teach this to our tamariki.
I feel nervous and unsure but I give it a go and as my confidence grows so will my ability to teach in a bi-cultural/bilingual way with integrity.



Childspace Early Childhood Institute. (2017). Daily Te Reo use in early childhood education: Effective implementation of Te Reo in ECE settings. New Zealand: Childspace.
Education Council New Zealand / Matatū Aotearoa. (2011). Tātaiako:Cultural competencies for teachers of Māori learners. Wellington, New Zealand: Ministry of Education.
Gordon-Burns, D., & Campbell, L. (2014, November). Biculturalism in early childhood education in Aoteraoa/New Zealand: A consideration of attitudes, policy, and practice. He Kupu: The Word, 3(5), 23-37. Retrieved from https://www.hekupu.ac.nz/article/biculturalism-early-childhood-education-aotearoanew-zealand-consideration-attitudes-policy
Ministry of Education. (2009). Te whatu pōkeka: Kaupapa Mᾱori assessment for learning: Early childhood exemplars. Wellington, New Zealand: Learning Media.
Ministry of Education. (2013). Ka hikitia accelerating success 2013-2017: The Māori education strategy. Retrieved from www.education.govt.nz: https://www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/Ka-Hikitia/KaHikitiaAcceleratingSuccessEnglish.pdf
Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mōkupuna o Aotearoa/Early childhood curriculum. Wellington, New Zealand: Author.