Margaret V2

Margaret Egan

Pākehā/New Zealand European of Irish and Scots descent
Dip.Tchg, M.Sc(Hons), PGDip.Ed Leadership
Accredited Facilitator
+64 27 704 9720

As tangata Tiriti, one who has experienced the benefits of colonisation, I have a moral responsibility to walk honourably on this whenua. I am an educator and professional learning and development facilitator, working with others in early years, primary and secondary contexts. I am focused on relationships and collaborative ways of working that promote mana ōrite, social justice, and a potential approach for all learners, particularly those who have been marginalised by our education system.

I aim to create learning contexts in which people can share their aspirations, challenge their thinking and professional practice, and find new ways of working together – tangata tiriti and mana whenua – to reform the systems and practices that marginalise individuals and groups. I work in an inclusive and collaborative way to promote transformative change in our education system so that it is effective for diverse learners.

Te Tiriti o Waitangi

While the Treaty of Waitangi is New Zealand’s founding agreement between the Crown and Tangata Whenua, it is the English version and elucidation that has shaped our country. Rangatira from hapū and iwi signed Te Tiriti o Waitangi rather than the English language version and many people do not understand the differences between these two or the challenges that these different expectations continue to present.

I have found it important to assist people to understand the context in Aotearoa for tangata whenua before 1840, and to explore the intent of Te Tiriti o Waitangi including the fundamental notions such as tino rangatiratanga and mana ōrite.

I use a variety of activities and resources with groups in interactive ways so that they can hear the narratives of mana whenua, consider different perspectives and experiences, and challenge entrenched attitudes and assumptions.

In engaging in these dialogic learning contexts educators, schools and Māori communities build from a space of increasing shared understandings. Together they are more focussed on how school practices, both learning and leadership, can be more effective in honouring Te Tiriti o Waitangi.

Kaupapa Māori

Kaupapa Māori principles and actions are fundamental to transforming and indigenising our education system so that mana whenua, tangata whenua exercise tino rangatiratanga in educational contexts, and beyond, for everyone’s benefit.

In PLD contexts I provide opportunities for educators and school communities to deepen their understandings and implement opportunities for Māori to share their aspirations and to be self determining. This includes respectfully engaging with mana whenua with an aim to support aspirations for their tamariki mokopuna, honour mana whenua matauranga, tikanga and taonga, and support revitalisation of te mita o te reo, me ona tikanga.

Critical Consciousness

Critical consciousness allows us to examine our own and collective notions of power and knowledge. Do we consider power as additive or generative – who holds power and how does it play out in different contexts? In the same contexts, whose knowledge counts, is privileged, legitamised and validated?

I provide opportunities for educators and school communities to critically consider evidence, thereby uncovering inequities and injustices within their school systems and practices that impact on learners, whānau and their communities. In uncovering racism, ableism and sexism it is most important to support educators to identify a response that is liberatory, solution focused and ­­­­­­­­­evolves from the experiences and perspectives of those who are impacted.

Whakawhāiti (inclusion)

Inclusion promotes belonging and values all members of our communities. It models and upholds respect for and acknowledgement of the strengths and inherent capabilities in all members of our communities, with a particular focus on those who have been ignored or marginalised in our society.

In my work I open opportunities for all participants to connect through whakawhanaungatanga practices. In PLD interactions I am deliberate in my planning and facilitation to create a space for all participants to share their perspectives and experiences and to consider those of their communities.

I aim to celebrate diversity, rather than assume sameness, and promote authentic connections with people who experience being on the margins in our education system.

Referees
Daniel Murfitt, daniel.murfitt@colenso.school.nz
Jeanette Chilton-Smith, jcsmith@jameshargest.school.nz