Glossary
Just as our interpretations of whakataukī and Māori metaphor are tuned to our specific contextual use so, too, the definitions of terms used on this site are an indication of how they are used within Kia Eke Panuku.
They should not be taken as definitive definitions that will hold true across all contexts.
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Agency
when individuals or a team feel able to bring about change
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Ako
sense-making that is dialogic, reciprocal and ongoing
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Co-construction
to work as a learner with co-learners, negotiating learning contexts and content in order to actively construct knowledge
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Conscientisation
understanding the part we play in perpetuating the status quo of inequality
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Critical
understanding how issues of power play out within pedagogy, school systems and structures, leadership practices and relationships with whānau, hapū and iwi
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Critical cycle of learning (unlearning, relearning)
promoting learning through reflective conversations in order to effect change
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Cultural capital
the store of cultural experiences, knowledge and attitudes a child can build their learning from when they go to school
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Cultural toolkit
using prior knowledge and cultural experiences to create new learning
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Dialogic
when learning engages students cultural toolkit, academic feedback and feed-forward and co-construction
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Evidence to accelerate
gathering data in an iterative manner to monitor effectiveness of the reform
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Feed-forward academic
to support student learning through the provision of responses that aim to promote future learning or academic progress
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Feedback academic
to support student learning through the provision of responses that aim to promote reflection on tasks that already occurred or ideas that the student has raised
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Kāhui
a group
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Kaitoro
explorer of ideas, facilitator
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Kaupapa
shared vision
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Kia Eke Panuku
a journey towards success that is both dynamic and continuous, building from one's current location to where one aspires to be in the future
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Kia Eke Panuku's kaupapa
secondary schools giving life to Ka Hikitia and addressing the aspirations of Māori communities by supporting Māori students to pursue their potential
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Kotahitanga
unity of purpose
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Mahi tahi
the work we undertake together / the engine room of Kia Eke Panuku
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Mana motuhake
high expectations for Māori learners and their learning
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Manaakitanga
belief in and care for Māori learners
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Observation to shadow coaching
process of collecting evidence of practice that then informs a follow up ako: critical learning conversation with the teacher
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Planning for coherency
aligning and focusing actions to disrupt the status quo
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Praxis
the coming together of theory and practice
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Prior experiences and knowledge
the understandings that students bring with them to the learning
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Profiling
understanding and analysing a school's current position
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Reflect, review and act
re-imagining and embedding more equitable opportunities for Māori to excel
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Resistance
promoting actions that support the kaupapa and resisting those that don't
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Simultaneous success trajectories
Māori students gaining NCEA Level 2 and qualifications for tertiary education, whilst ensuring Māori students enjoy and achieve success as Māori
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Transformative leadership
leaders who take seriously the personal and public responsibility to use power, privilege and position to promote social justice and enlightenment for the benefit of society as a whole
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Transformative praxis
theory based practice that transforms the status quo for more equitable outcomes
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Wānanga
the promotion of deeper learning
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Whakaako
learning
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Whakapapa
genealogical connections
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Whakapiringatanga
well-managed learning contexts
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Whanaungatanga
familial-like relationships of care and connectedness