Dee Reid 2020 V2

Dee Reid

Ngāti Kahungunu, Ngāti Kahu, Ngāpuhi
B.SocSc, PGDipSecondaryEducation
Accredited Facilitator
+64 27 544 6189

I am a descendant of my Māori Grandmothers and Pākeha Grandfathers. I am proud of my whakapapa Māori, of Ngāti Kahungunu, Ngāti Kahu and Ngāpuhi ancestry. I am equally proud of my whakapapa Pākehā, of Scottish, English and Afrikaans lineage. It is this heritage that contributes to who I am and how I am when I walk the fine line between ‘two worlds’.

My work as a PLD facilitator across ECE, primary and secondary settings is influenced by my personal and professional educational experiences. I am driven by a desire to ensure all teaching, learning, leadership and governance interactions in schools are cognisant of the special response required for the success of ākonga Māori, where sensemaking and decision making of what this requires is co-constructed by Māori, for Māori, with Māori.

I believe ākonga success happens when educational experiences are honouring of Te Tiriti o Waitangi, reverent of Aotearoa’s indigeneity, reflective of the diverse nature and reality of Aotearoa’s classrooms, critically focused on transformative practice and lead by educators who are committed to seeing all ākonga experience educational success for who they are.

Te Tiriti o Waitangi

I work with school governors, leaders and teachers to understand what life in Aotearoa before Te Tiriti o Waitangi was like, where Māori were grounded in their iwi identity, where te reo and tikanga Māori were promoted, protected and preserved, where being Māori was celebrated and enjoyed. I aim to inspire action into allowing this for ākonga Māori in this modern-day schooling context – to feel safe, secure and validated in their own identity, language and culture.

I lead PLD experiences that acknowledge the differences between Te Tiriti and The Treaty and I seek to evoke self-realisation in educators about the implications for their role and responsibility as Tangata Whenua or Tangata Tiriti in the why, who and how they teach, lead or govern.

I strive to promote collaborative learning experiences that develop from mātauranga Māori and promote mana ōrite relationships between mana whenua and schools. The intent within this is to make certain that teaching, leadership and governance policies and practices give life to the promises of Te Tiriti o Waitangi.

Kaupapa Māori

I am a second-language learner and speaker of te reo Māori, my passion for te reo is what motivates and inspires me, it is my lens through which I see, hear and feel the world, my segue into Te Ao Māori. It is from this platform that I operate and seek to affirm the principles of Kaupapa Māori. I ensure my facilitation practice is underpinned by Māori ways of being, doing and knowing to give effect to Māori self-determination.

I work to support school governors, leaders and teachers to recognise the status and expertise of mana whenua so they are well placed to connect and engage with mana whenua and together develop and deliver learning experiences that reflect Kaupapa Māori for the benefit of all.

I have undertaken masters level study to enhance my knowledge and application of Kaupapa Māori theory and methodologies and I continue to develop more informed and culturally responsive practice.

Critical Consciousness

I believe that critical consciousness is about eyes and ears, and hearts and minds being open. Open to reviewing and critiquing where power is located, who has power and how power plays out.

I strive to raise critical consciousness in school boards, leadership and teaching teams, I work collaboratively with them and key stakeholders to identify ways the status quo for their setting can be disrupted so that inequities can be recognised and responded to, and equity, excellence and belonging can be strengthened.

Whakawhāiti (inclusion)

I believe in equity, excellence and belonging for all ākonga. Inclusion in educational settings is a vehicle to this and involves developing and implementing 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 belong, are a part of this, accepted and respected.

I seek to recognise and embrace the potential to learn about and from diversity and difference. I seek to plan and deliver PLD opportunities that value, promote and respond to the perspectives and experiences of all stakeholders. I strive to support governors, leaders and teachers to recognise, respect and respond to diversity and difference.

Mr Robin Fabish, Tumuaki/Principal, Tamatea High School,
Ms Zac Anderson, Tumuaki/Principal, Tiaho Primary School,