Claire Ofee Photo V4

Claire O'Fee

B.Ed; GradDipTchLn; M.Ed
Accredited Facilitator
+64 22 032 6711

Ko Taratara te maunga
ko Kaeo te awa
ko Whangaroa te moana
ko Mataatua te waka
Ko Ngāpuhi tōku iwi,
ko Ngāti Rua tōku hapū,
ko Taupo Bay tōku marae

I have whakapapa links to both Māori and Pākehā tupuna and aspire to live in a country where all people experience equity, excellence and belonging, in all facets of their lives. Research and evidence show that this work makes a difference for Māori learner's experiences in education, while reaching other students at the same time. I am passionate about creating educational futures for our students where they can completely be themselves, enjoying success as who they are.

Māori learners, whānau, hapū and iwi have not had their whakapapa, knowledge, skills and ways of knowing and being valued in our education system and this continues today. This systemic oppression is seen and felt throughout Aotearoa and I see it manifest in myself and the schools in which I work. I feel a responsibility to support others to see these inequities and take determined steps to change.

Te Tiriti o Waitangi

In continually working to understand Te Tiriti o Waitangi for myself, I have come to more clearly understand how it is that many people in our schools and communities do not truly appreciate the intent of Te Tiriti o Waitangi.

My practice involves working with both tangata whenua and tangata tiriti in a shared, dialogic manner to more deeply understand the histories of tangata whenua, the intent of Te Tiriti o Waitangi and the ways in which our postcolonial history has played out for mana and tangata whenua.

By learning with and from each other, we resist the thinking of the status quo and promote the enactment of the intent of Te Tiriti o Waitangi in all spaces within a school setting.

Kaupapa Māori

Kaupapa Māori is foundational to our work. For many educators I work with, it is an unfamiliar theoretical body of knowledge as it is indigenous. It is therefore pivotal that kaupapa Māori be the guide for indigenous revitalisation in our education system. I work with staff within schools at all levels to begin to understand the theory in kaupapa Māori to then develop responses based in leadership and teaching practice in order for Māori to experience self-determination.

Critical Consciousness

The power dynamics within a crown entity such as schools are layered and embedded. My work in critical consciousness supports staff to connect with evidence in order to understand these dynamics, where they have come from, how they are manifesting with their school setting and how they will respond.

In my work there are clear links between kaupapa Māori and critical consciousness as both were born out of resistance. These links support staff in schools to seek collaborative responses to the evidence in front of them, thinking from more than their own worldview.

Whakawhāiti (inclusion)

Inclusion involves developing determined policies, decisions and practice so that groups of people who are marginalised by race, gender, sexuality, learning support needs and impairment can feel that they are accepted, respected and that they belong.

In my work I seek to ensure that I recognise and embrace the potential to learn about and from diversity by planning and facilitating learning opportunities that value, promote and respond to the perspectives and experiences of all people.

This involves enacting praxis that accepts and respects difference, as opposed to expecting sameness.

Sheena Millar,
Kim Gordon,