Activating Aotearoa histories: Giving effect to Te Tiriti o Waitangi in education through the Education and Training Act (2020)
Status
Key research question
How did participation in the Poutama Pounamu Blended Learning (PPBL) influence the underlying cultural beliefs and attitudes of participating kaiwhakaako and akonga from Te Kura Toi Tangata, the Faculty of Education at the University of Waikato? Has it influenced or altered their preparation of student teachers?
This project is scheduled to be completed late 2024.
Sub questions
- What new understandings emerged from their participation in relation to the requirements of Education and Training Act (2020).
- What are the underlying cultural beliefs and attitudes that student teachers most value of their tutors?
The Poutama Pounamu Blended Learning (PPBL) Programme
A blend of face-to-face wānanga, supported by online study, and focus group conversations provide the backbone of the PPBL.
The programme was created to provide ongoing learning opportunities for educators to support deeper understanding of the practical implications of Kaupapa Māori and Critical Theory towards simultaneously indiginising the culture of schooling and decolonising imposed power.
Team
Dr Mere Berryman
Project Leader
The University of WaikatoDr Elizabeth Eley
Jay Haydon-Howard
Frances Kelly
Research Assistant
David Copeland
Status
Funding
$96,175.00 (excl GST)
How will answering these questions help?
Answers will help us to understand what biases, unconscious or otherwise, we may be passing on to our next generation of teachers, where these biases have come from, how to disrupt these and how to work in more collaborative, power-sharing ways with our next generation of teachers.
A better understanding of this as educators (kaiwhakaako and akonga) should promote more transformative praxis in our own organisation, and in turn enable us to work more effectively in preparation of our student teachers.
Preparing academic papers and video vignettes of effective praxis will help spread these understandings more widely.
Expected Outcomes
We are expecting to develop a clearer understanding of what participants (kaiwhakaako and akonga) have taken from the PPBL and how that has influenced and changed their own work with student teachers.
The approach will be largely qualitative, gathering the voices and experiences of educators (kaiwhakaako and akonga) to describe their experiences of participating in the PPBL, and the experiences of student teachers to describe their experiences of working with these educators.
Through interviews as conversation, we will also seek to understand how the experiences of these kaiwhakaako and akonga align with the features of effective blended learning programmes.