Cultural Identity video kete


  • Key Content

    In this clip Māori educators and a Māori student draw from their own experiences to discuss the concept of identity and the central role schools play in the identity development of Māori students. They propose that it is important that the knowledge Māori students have, about who they are and where they come from is acknowledged and valued within the school setting.

    Additionally the interviewees encourage teachers and leaders to provide Māori students with opportunities to explore, better understand, share and strengthen their identity so that they can achieve education success ‘as Māori’.

  • Things to Think About

    Conversation framework for those new to Kia Eke Panuku:

    1. Identity, language and culture count is one of the guiding principles of Ka Hikitia: Accelerating Success 2013-2017 (the Māori education strategy). How is this principle exemplified in this video clip?
    2. How is this principle exemplified in your own practice and in your school?
    3. What other practices might you consider implementing in order to strengthen the visibility of this principle in your school?

    Conversation Framework for Kia Eke Panuku schools:

    1. Victor suggests that Māori students do not need to leave their culture at the school gate. In your role, how do you demonstrate to Māori students that their cultural identity is valued and important in your classroom and in your school?
    2. Kimiora talks about Māori students who know who they are and where they are from and Māori students who do not know their iwi affiliations. He highlights the importance of creating opportunities for these students to learn about and through their culture. What opportunities do you provide for your Māori students to share, explore and celebrate their identity?
    3. Identify and discuss structures and processes within your classroom/school that enable Māori students to express their identity. Identify and discuss the structures and processes that compromise this expression. How might these structures and processes be improved to enable Māori students to express their identity?

    Conversation Framework for Kia Eke Panuku Strategic Change Leadership teams:

    1. Neitana talks about "disenfranchised and strident young Māori" who are "more volatile and worse than some of the close-minded pākehā students because of their vehemence and dislike of things Māori". How is this situation of disenfranchisment and close-mindedness a product of our society? How can education contribute to disrupting and changing these discourses?
    2. In the Ka Hikitia document the principle of ‘identity language and culture count’ is explained on page 16. In what ways is identity, language and culture the focus of professional learning and development at your school? How might you use Ka Hikitia alongside this resource to promote understandings and awareness around the importance of identity in your school?
    3. Consider Ako: Critical contexts for learning (Hotlink to this resource) in terms of identity and the themes raised in this video clip. What opportunities are there to engage whānau and community to better understand how we might create classroom and school contexts within which the culture language and identity of your Māori students can be strengthened?
    4. What are some of the assumptions our colleagues make about Māori students and their identity? How is this problematic? How might we support colleagues to take a strength-based approach so that whatever knowledge students have about their identity can be brought into the classroom context as a basis for exploration and new learning.

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