Multifaceted constructs of pedagogies in education
PECERA Conference July 2nd - 4th 2021
Victoria University of Wellington, Wellington, New Zealand
Dr Lata Rana
& Yvonne Rongo Culbreath
2
Ma te Rangatiratanga Te Whakaritenga
Te Kaitiākitanga Te Kōtahitanga
Me Te Ngākau Māhaki
Ka tau i raro i te whakaaro kōtahi Hei ōranga mo tātou katoa
Haumi ē! Hui ē! Taiki ē!
Through embracing our rightful responsibilities (Rangatiratanga) In accepting the rights of each other
(Whakaritenga)
Through the duty we have to care for those things that we hold as precious(Kaitiakitanga)
In the spirit of co-operation (Kotahitanga)
With respect and good heartedness (Te ngakau mahaki)
And to be united in these goals, we will be sustained
Let us work together to achieve this.
tēnā koutou tēnā koutou tēnā koutou katoa
Who am I…
(Indigenous Māori Whakapapa)
Rationale of the study
A large section (40%) of Auckland’s population are overseas born (Spoonley, 2015).
Research about culturally relevant pedagogies is very important in view of Auckland’s cultural
diversity
Culturally inclusive pedagogy focuses on respect for cultural differences and inclusion of diversity. It also
emphasises power sharing, equity and justice. Culturally inclusive pedagogy is not a new concept. It has been
extensively regarded as a useful strategy to improve educational outcomes for indigenous students
worldwide (Habib, Densmore-James & Macfarlane, 2013).
Collaboration for inclusive pedagogies:
MIT
Two Early Childhood centres
Researcher
• What philosophies and pedagogies guide teachers in their teaching in early childhood?
• How do teachers incorporate their cultural values in their teaching?
• How are teachers influenced by bicultural
values in their engagement with learners?
Narratives are about values and experiences of teaching and learning
Narrative inquiry as a research approach today is
reshaping qualitative inquiry in the academic world.
There is no single explanation of narrative inquiry. It has different meanings for different disciplines.
Simply stated narrative inquiry is a way of
understanding experience. They are stories that are lived and told (Richards, 2011, Clandinin & Connally, 2000).
9
Te Noho Kotahitanga
Rangatiratanga - Authority and Responsibility
Wakaritenga - Legitimacy
Kaitiakitanga - Guardianship
Mahi Kotahitanga - Co-operation
Ngākau Māhaki – Respect
Wakaritenga - Legitimacy
Human rights
Creation of safe spaces The self that teaches
No ‘I’ without the ‘we’
Concept of the ‘Va’
The highest education is that which does not
merely give us information but makes our life in harmony with all existence.
Rabindranath Tagore
