Toi te Kupu, Toi te Mana, Toi te Whenua NZARE SYMPOSIUM September 2014, Whakatāne Te Whare Wānanga o Awanuiārangi

Transcription

1 Toi te Kupu, Toi te Mana, Toi te Whenua NZARE SYMPOSIUM September 2014, Whakatāne Te Whare Wānanga o Awanuiārangi

2 Ngareta Timutimu Toi te Kupu - Bilingual Strand Cultural Responsiveness Myth, Mischief and Mayhem An Iwi Dilemna! In 2013 Te Puna Matauranga o Ngāi Te Rangi Iwi gained an MOE Contract to develop the Ngāi Te Rangi Iwi Cultural Standards and an Iwi Graduate Profile. With a hazy memory of what the Alaskan Cultural Standards were about and what they were for, we set out in good faith on a 2 year journey during which we not only developed the Cultural Standards and Profle but we also developed a Ngāi Te Rangitanga PD Programme for school leaders, a Rangatahi Strategy called Club Rangatahi, supported schools to develop their annual objectives for Maori learners and through these activities developed ourselves a very close relationship with 20 schools. This presentation focuses on the highs and lows of this interesting journey, the challenges, contradictions and the implications for all of the key players the Ministry of Education, the Iwi and marae communities and local schools and their communities. Born and raised in Matapihi. Ko Ngāi Te Rangi me Ngāti Ranginui ngā iwi. Married to Charlie, 5 children, 4 mokopuna. Teaching / Lecturing Background, Senior Management. Early Years to Tertiary Research Interests: Reo, Ako - Formal and Informal Currently Project Manager Te Puna Mātauranga / Education Te Rūnanga o Ngāi Te Rangi Iwi Trust Iwi: Ngāi Tūhoe Policy administrator for Te Pourewa Arotahi Post- Treaty Settlement Futures; Lecturer. MA (Hons), University of Auckland, Reading Recovery Tutor, Auckland College of Education, Diploma in Teaching (Primary), Auckland College of Education, BArts (Maori), Waikato University, Māori Women s Welfare League, Waiariki Branch. Te Roopū Taurima o Manukau Trust, Kaupapa Maori Disability Service (Board member). Establishment Board of Trustees member for new Kawerau School, Yr Te Toi Ahurangi representative (National Māori Council for the Tertiary Education Union). Miriama Postlethwaite Kaumātuatanga: A re-presentation two years down the track At a conference for kaumātua held in 2012, Sir Hirini Moko Mead delivered a korero on kaumātuatanga. It was well received by kaumātua who attended, of which there were over 100. The conference theme, examining the highs and lows of the elderly, was presented by Te Whare Wānanga o Awanuiārangi, as part of an initiative of the post-treaty settlement futures institute. This presentation is a re-presentation of his korero in light of the latest research and statistics on the elderly who are Māori. At the conference, transformative exchanges occurred in the form of dialogue on kaumātua rights as citizens in Aotearoa New Zealand. Dialogical exchange enabled discussions of their realities of being aged, dealing critically with this reality and discovering how to participate as citizens in their wider community and with the whānau. Five principles were identified by Hirini to consider. These principles include Māori cultural ways of engagement. This presentation will convey, through images, the dialogical action of the elderly as they interacted amongst each other, with the presenters and the occasion. Selected Publications: Iwi: Ngāi Tūhoe Policy administrator for Te Pourewa Arotahi Post-Treaty Settlement Futures; Lecturer. MA (Hons), University of Auckland, Reading Recovery Tutor, Auckland College of Education, Diploma in Teaching (Primary), Auckland College of Education, BArts (Maori), Waikato University, Māori Women s Welfare League, Waiariki Branch. Te Roopū Taurima o Manukau Trust, Kaupapa Maori Disability Service (Board member). Establishment Board of Trustees member for new Kawerau School, Yr Te Toi Ahurangi representative (National Māori Council for the Tertiary Brooks, S., and Postlethwaite, M. (2011). Critical Emancipatory Action Research: Deliberate Re-designing of the Null and Hidden Curriculum in Indigenous Postsecondary Education. AERA New Orleans. Postlethwaite, M. (2009). Re-positioning wairua (spirituality) in teacher education, for transformative education. NZARE Conference, Rotorua, 31 Nov 4 Dec Postlethwaite, M. (2009). Te Kawa Whaiora: The application of culturally appropriate research practices. National Maori Doctoral Conference 8-11 Oct 2009, Puketeraki Marae, Karitane, Dunedin.

3 Dr. Mei Winitana Tahi-rua-toru-whā.pukana! Biography of presenter Mei Winitana has whakapapa links to Ngāti Ruapani ki Waikaremoana, Ngāi Tūhoe, Ngāti Awa, and Taranaki whānui ki Waiwhetu. This year she completed her doctoral thesis titled Māori women as transformers of their cultural identity and explores how Māori women view aspects of their cultural identity. Mei is currently lecturing on the Bachelor of Education programme, and supporting the Māori women s leadership Masters paper at Te Whare Wānanga o Awanuiārangi. Gestural Motherese language from Māori perspective. The popular expression tahi-rua-toru-whā pukana! demonstrates gestural Motherese languagefrom a Māori perspective. From the field of socio-linguistics gestural Motherese language describes the gestures, body actions, facial expressions, and language which parents use to communicate with their young children. Re-conceptualised from a Māori worldview, this type of Motherese language is equivalent to a similar Māori concept and philosophy known as Ūkaipōtanga (literally meaning suckling from the breast at night ). The metaphorical reference however, relates to Māori mothering practices engaged in with young children. Tahi-rua-toruwhā.pukana! alludes to one of many linguistic and gestural tools which Māori mothers have on hand which demonstrate this type of language. Recent research with Māori acknowledges the position of the mother in the language development of their children. This presentation will share the findings of two such projects, and will demonstrate how these inform to identify cultural practices which reinforce Ūkaipōtanga (interpreted here as gestural Motherese language) as a viable and credible intervention to enhance the learning of reo Māori for mothers. Key words/ phrases: Gestural Motherese language, Ūkaipōtanga, Parearau Nikora / Ngāhirata Gardiner Parearau Nikora / Ngāhirata Gardiner Rukuhia te mātauranga ki tōna hōhonutanga mē tōna whānuitanga. Whakakīa ngā kete ā ngā uri ō Awanuiārangi me te iwi Māori whānui ki ngā taonga tukuiho, ki te hōhonutanga me te whānuitanga ō te mātauranga. Kia tū tangata ai rātau i ngā rā e tū mai nei. Pursue knowledge to its greatest depths and its broadest horizons. To empower the descendants of Awanuiārangi and all Māori to claim and develop their cultural heritage and to broaden and enhance their knowledge base so as to be able to face with confidence and dignity the challenges of the future. Parearau Nikora: Master of Māori Studies [MMS], Bachelor of Mātauranga Māori [BMM] Iwi: Ngāi Tūhoe, Ngāti Pūkeko, Te Aitanga-ā-Hauiti Hapu:Ngāti Rongo, Ngāti Tāwhaki, Hāmua, Ngāti Pūkeko, He Kaihautū mō Te Toi Ahurangi, he peka nō Te Hautū Kahurangi o Aotearoa [TEU] Tertiary Education Union. Ko te pūtake o te mahi nei, ko te whakarite huarahi mō te painga mō nga kaimahi ō Te Whare Wānanga o Awanuiārangi. He Kaitautoko i Te Komiti Reo Poari o te wānanga, ko te kaupapa ko te tuitui i te korowai reo ka noho ai hai Komiti mātanga i te reo me ngā tikanga o te wānanga. He Kaitautoko i ōku iwi me ōku hapū i ngā Tikanga ngā Kawa o tōku Ahurea. He hāpai i ngā mahi a tōku hāhi Mihingare me ētahi atu hāhi i roto i te hāpori. Ngāhirata Gardiner: Bachelor of Māori Education [BMEd], Masters of Māori Studies [MMS] Te Whare Wānanga o Awanuiārangi Iwi: Ngāti Tūwharetoa, Te Arawa, Ngāti Awa, Ngāi Tūhoe, Te Whānau-a-Apanui Job Role: Awhi Tauira Academic Student Support Advisor Ki te taha o tōku Papa a Arapeta Te Rire, Ko Pūtauaki te maunga, Ko Te Takanga o Apa te wai, Ko Te Aotahi te tangata, Ko Ngāti Peehi te hapū. Ko Hāhuru te marae, Ko Tūwharetoa ki Kawerau te iwi, Ko Te Arawa te Waka. Ki te taha o tōku Māma a Mihiwai Te Rire (Te Kaawa/Te Kiira) Ko Pūtauaki te maunga, Ko Tarawera te wai, ko Te Pahipoto te hapū, Ko Kokohinau te marae, Ko Ngāti Awa te iwi, ko Mataatua te waka. He Pākeha tōku Tāne nō Palmerston North,Tokowhā a māua tamariki, tokorima a māua mokopuna. kei te noho māua ki Whakatane i tēnei wā.

4 Rawiri Tinirau PGDipBusAdmin (Management), with Distinction BA Hons (Māori Studies), First Class Honours BBS (Accountancy) Ko Rachael Tinirau tōku whāea, nō te awa o Whanganui, nō Taranaki, nō Ngāti Tūwharetoa nō Te Tairāwhiti, nō Te Arawa, nō Rangitāne, nō Kāti Māmoe. Ko tōku pāpā, ko John Hamlin, nō Ngāti Kahungunu, nō Ngāi Tūhoe, nō Te Whakatōhea, me Te Whānau ā-apanui. Ko taku mahi he Pukenga Matua Rangahau, Pukenga Matua Pouako ki Te Whare Wānanga o Awanuiārangi Hine Waitere ABD (University of Wisconsin Madison); M.Ed.Admin (First Class Hons, Massey University); (B.Ed)(Massey University); Diploma of Teaching (Waikato University) Director of the Indigenous Leadership Centre National Institute of Māori Education Te Whare Wānanga o Awanuiārangi Ngāti Tuwharetoa, Ngāti Kahungunu, Tainui and Tūhoe tribes. Poi purutia: Retaining tribal knowledge through the medium of the poi For the people of Taranaki and Whanganui, the poi has a significant place in our whare wānanga, and is highly regarded and respected as a medium used in the inter-generational transfer and retention of tribal knowledge. Colonisation, however, sought to undermine and extinguish the social systems, cultural estate and economic base of our people. The resulting land wars and legislation, and their many consequences, carved out the history of the place and people; many unresolved issues, including the loss of life and land, remain etched in the hearts and minds of ensuing generations. Despite this, our whare wānanga remained intact, and waiata, expressed through the poi, were recited and composed. These waiata direct us to hold firm to tribal knowledge, and inspire us to have hope and courage in the face of adversity. Such waiata were responses to social injustice and highlight the critical literacy skills that our ancestors possessed. This presentation will give an overview of the historical context, and will provide an account of some of the poi forms and waiata that are distinctive to the people of Taranaki and Whanganui. Locating au in whakawhanaungatanga: auto ethnography as a culturally located exercise Hine is currently the Director of the Indigenous Leadership Centre housed within the National Institute of Māori Education at Te Whare Wānanga o Awanuiarangi an Indigenous University in Aotearoa New Zealand. She was also the Professional Development Director for He Kākano, (a Ministry of Education professional development project with a focus developing of culturally responsive leadership in secondary schools in Aotearoa New Zealand). She is currently one of three academic directors for Kia Eke Panuku: Building on Success which brings together the strengths of three institutions and a numner of programmes: He Kakano, Kotahitanga, Starpath and Literacy and Numeracy to bring about change in secondary kura. Hine joined the faculty at Te Whare Wānanga having arrived from Massey University where she contributed to the M.Ed. Admin. program. As a research activist she remains committed to her teaching background. Hine returned to University driven by the desire to find solutions to number of pressing questions about equity and the unrealised potential of Maori students. Having worked in general stream, bilingual, rural, urban, and international schools Hine s tertiary teaching and research is built on an array of educational experiences. Hine holds an M.Ed. Admin (with first class honours) for which she received the Rae Munroe Award presented by the New Zealand Association for Research in Education (NZARE). Hine also took up a Fulbright Scholarship to study at the University of Wisconsin, Madison with Michael Apple.

5 A sample of recent Publications Waitere, H., Wright, J., Tremaine, M., Brown, S., Pause, C. (2011). Choosing whether to resist or reinforce the new managerialism: The impact of performance-based research funding on academic identity. Higher Education Research and Development (HERDSA), 30(2), Routledge. Wright, J. K.., Gilling, M. L.., Powell, K.., Waitere, H. J., Pause, C., (2012) We say what we are and we do what we say: Feminisms in Educational Practice in Aotearoa New Zealand. In Feminist Review. London Openshaw, R., Clark, J. A., Hamer, J., Waitere-Ang, H. J. (2005). Contesting the curriculum in Aotearoa New Zealand. pp in P. Adams, R. Openshaw, & J. Hamer (Eds.). Education and Society in Aotearoa New Zealand. 2nd edition. Thomson/Dunmore Press, South Melbourne, VIC. Vossler, K. R., Waitere-Ang, H. J., Adams, P. J. (2005) Becoming an educator. In P. Adams, K. Vossler, C. Scrivens (Eds) (Eds). Teachers Work in Aotearoa New Zealand. 1. Thompson/Dunmore Press, Southbank, VIC. Waitere, H. & P., Johnston (2009) Echoed Silences: In Absentia, Mana Wahine in Institutional Contexts. Womens Studies Journal Special Issue: Feminisms in Practice 23 (2). Waitere, H., (2008) Cultural Leadership: Creating Futures our Ancestors can Walk in with our children. Journal of Educational Leadership, Policy and Practice 23 (2) 3-47 Books Adams, P., Clark, J., Codd, J., O Neil, A., Openshaw, R., & Waitere-Ang, H., (2000) Education and Society in Aotearoa New Zealand. Palmerston North, New Zealand: Dunmore Press. Chapters in a Book Waitere, H., (2011) Georgina Kingi: Context matters. In Leading New Zealand Schools and Centres R., Notman (Ed). NZCER Wellington NZ Waitere, H., & E., Allen (2011) Beyond indigenous civilities: indigenous matters. In Venkateswar, S., & E., Hughes, The politics of Indigeniety. Zed: London. Sita Venkateswar, Hine Waitere, Chris Kidd, Avril Bell, Benno Glauser, Katherine Mackinnon, Emma Hughes, Simron Jit Singh (2011) Introduction. In Venkateswar, S., & E., Hughes, The politics of Indigeniety. Zed: London. Sita Venkateswar, Hine Waitere, Chris Kidd, Avril Bell, Benno Glauser, Katherine Mackinnon, Emma Hughes, Simron Jit Singh (2011) Naming and Claiming Second-Wave Indigeneity: a dialogue and reflections. Conclusions. In Venkateswar, S., & E., Hughes, The politics of Indigeniety. Zed: London. Waitere, H., & Court, M (2008) Alternative Māori education? Talking back/talking through hegemonic sites of power. In P. Woods & G. Wood (eds) Alternative Education for the 21st Century. Palgrave Macmillan Brown, S., Clark, P., Gilling, M., & Waitere, H., (2008) Through the eye of a needle pass the multiple threads of biculturalism. In Brown, S., O Neill, J., & St. George, A., (Eds) Facing the Big Questions in Education: Purpose, Power and Learning. Melbourne, Australia: Thomson Learning Media. Waitere-Ang, H. J. (2005) Social, cultural and political explanations of educational attainment. In P. Adams, R. Openshaw, J. Hamer (Eds) (Eds). Education and society in Aotearoa New Zealand. 2. Thomson/Dunmore Press, Nelson, VIC, Australia. Waitere-Ang, H. J., Adams, P. J. (2005) Ethnicity and society. In P. Adams, R. Openshaw, J. Hamer (Eds.) (Eds). Education and Society in Aotearoa New Zealand. 2. Thompson/Dunmore Press, Nelson, VIC.

6 Dr Cheryl Stephens Associate Professor Te Arawa (Ngāti Pikiao, Tuhourangi, Ngāti Wahiao, Ngāti Hinekura); Taranaki (Te Ati Awa, Ngāti Ruanui) Doctor of Education (EdD); Master of Business Studies; Executive Dean Academic (Office of Chief Executive) Director National Institute of Māori Education Pania Te Maro Senior Lecturer NIME PhD Candidate Te Whare Wānanga o Awanuiārangi I am Māori with iwi affiliations to Te Arawa and Taranaki. In 2012, I completed my Doctor of Education at Massey University, New Zealand. I trained as a primary/elementary school teacher, working in a number of rural and regional schools for over 20 years. In 1999, I was appointed as Head of Education, responsible for teacher education at Te Whare Wananga o Awanuiarangi. My shift into higher/tertiary education, has been a very rewarding and satisfying change, which has enabled me to work in a number of new career areas, including quality assurance, undergraduate and postgraduate teaching, including the supervision of thesis students. My research interests are in Kaupapa theory, research and practice; critical theory and critical literacies; indigenous education; pedagogy and practice and how this enhances student achievement; educational leadership and teacher education. Ko Pāngarau rāua ko Mathematics: He whawhai koringa kia whai mana ai. Pāngarau and mathematics: A dance for legitimation. This presentation will borrow from the critical lens of Gruenewald (2004) who utilises a Foucauldian analysis of the positioning of Environmental Education within general education. The lens will tilt in order to view an image of Pāngarau within Māori education settings in the compulsory sector. The purpose is to re-view and debate commonly occurring discourses where Te Ao Māori and the mahi of our Tīpuna are conflated with mathematics/pāngarau, seemingly in order to give legitimation to Māori activity. Graham Smith might call this act of conflation a further colonisation and domestication of our Māori world and Māori citizenship. He Huarahi Kua Takahia: The Trodden Pathway reflecting on a wananga pedagogy. (Cheryl Stephens, Te Whare Wananga o Awanuiarangi) Cheryl Stephens examines the Kaupapa Maori focussed vision, goals and aspirations of Te Whare Wananga o Awanuiarangi, identified through a unique and distinctive wananga pedagogy. She examines the many imaginations and innovations experienced and how such knowledge, has informed the development of some unique and distinctive programmes, research opportunities, collaborations and initiatives.

7 Tanya Wendt Samu PhD, Associate Dean, Pasifika Senior Lecturer School of Critical Studies in Education Faculty of Education The University of Auckland Rae Si ilata Director: Pasifika Teacher Aide Project Professional Teaching Fellow: School of Curriculum & Pedagogy The University of Auckland Pacific Research in Education: Transformative Acts of Servant- Leadership This presentation examines ways indigenous epistemologies, socio-cultural frameworks and multiple methodological perspectives have been used by Pacific/Pasifika researchers to produce research with cultural integrity that contributes to educational change. An additional objective is the building of collective scholarship and community for Pacific researchers in education across New Zealand. It exemplifies optimism about and confidence in Pasifika peoples abilities to draw on their own cultural resources in determining strategies for moving towards solutions to old problems. Biography: Tanya is a senior lecturer within the Faculty of Education, University of Auckland. One of her main areas of research activity is Pasifika education across all sectors. Her prior experiences in education include teaching and leadership in geography and social studies within secondary schools in Samoa and New Zealand; writing social studies textbooks, and national curriculum development. Tanya has contributed to international curriculum development and teacher capacity building education projects in Samoa, Tonga, Kyrgyzstan and Nauru. She is Samoan through her father (Tuaopepe Felix Wendt) and Ngāti Kahungunu through her mother (Marita Aroha Johnson Wendt). Va a Tele: Pasifika learners riding the success wave This PhD research explored the notion of success for Pasifika learners in primary classrooms and the central role that teachers played in enabling these learners to connect the worldviews, languages, literacy practices and experiences of their homes with the valued knowledge and literacy practices of school. Ko Tararua te maunga; Ko Otaki, ko Ohau ngā awa; Ko Tainui, ko Te Arawa ngā waka Ko Ngāti Raukawa, ko Tuhourangi ngā iwi; Ko Kikopiri te marae me te hapū Ki te taha o tōku matua, nō Otaki ahau; Ki te taha o tōku whaea, nō Fiti ahau. Nō Hamoa tōku hoa rangatira. Ko Rae Si ilata ahau. Rae is based at the Faculty of Education, University of Auckland where she lectures in Bilingual Education and TESSOL. She also directs two Ministry of Education contracts: the Pasifika New Entrant Pilot and the Pasifika Teacher Aide Project. She comes from a primary teaching background in Aotearoa and in Samoa, and is engaged in research focused on effective language and literacy practice for Pasifika learners in primary classrooms.

8 Herman Pi ikea Clark B.A., M.F.A., Ed.D, Executive Certificate Yale School of Management Kanaka Maoli, Hawaiian Barbara Whyte Mark Laws Endowed Chair for Technology, Innovation and the Arts; Director, Tokorau Institute for Indigenous Innovation, Te Whare Wānanga o Awanuiārangi. Indigenous Forms of Art Herman Pi ikea Clark is Professor and Director of Tokorau the Institute for Indigenous Innovation at Te Whare Wānanga o Awanuiārangi. Under Dr. Clark s leadership, the Tokorau institute has strived to develop new approaches and products for education through the intersection of traditional culture, technology and design thinking process. Prior to joining the faculty of Awanuiarangi, Dr. Clark served as Senior Lecturer at the College of Education at Massey University in Palmerston North, Lecturer and program coordinator in Graphic Design in the School of Applied Arts at NorthTec in Whangarei and Design Studies Lecturer in the School of Art and Design at the University of Hawaii at Manoa. Through the course of his international career as a university educator, researcher and practicing designer, Dr. Clark has sought the translation of traditional knowledge and cultural concepts from the Pacific into applied academic and commercial applications for contemporary contexts. The aim of this work has been to develop culturally relevant and practical solutions that expand the opportunities for innovation and enterprise in education, health, social welfare and communication practices for industry and communities across the Pacific region. Selected Publications Brown, S., Clark, H.P., Gilling, M., Waitere, H. (2013). Through the eye of a needle pass the multiple threads of biculturalism in Facing the Big Questions in Teaching: Purpose, Power and Learning, 2nd Edition, Cengage Learning, Albaney, New Zealand, Clark, H.P. (2011). Ka Muhe e, He I a Hololua: Kanaka Maoli Art and the Challenge of Globalization in Globalization and Contemporary Art, Blackwell, London, 2010 Clark, H.P. (2010). Ke Kauhale o Limaloa: Kanaka Maoli Approach to Teaching Through Image Making in Indigenous Symbols and Practices in the Catholic Church: Visual Culture, Missionization and Appropriation, Ashgate Publishers, London, Clark, H.P. (2009). E Kukulu Kauhale o Limaloa: A Kanaka Maoli Educational Approach through Image Making in The Imagination in Education: Extending the Boundaries of Theory and Practice, Cambridge Scholars Publishing, NewCastle upon Tyne, UK, Clark, H.P. (2009). Pacific Visual Arts and the Challenge of the Global Market in Pacific Development Perspectives: Meeting our Diverse Goals, Massey University, New Zealand, Born and bred in Welington: Samoan/German mother and English/Kiwi father. Previously teacher/principal in NZ primary schools and Advisor to Schools for Non-English-Speaking-Background children. Currently Senior Lecturer & Co-ordinator of Teacher Education at University of Waikato, Tauranga campus. Teaching & research interests include initial teacher education, curriculum integration pedagogy, bi-cultural and multi-cultural education perspectives, and narrative/story qualitative research. Afakasi to Academic: Is identity personal positioning as other, or positioning by others? Kidd (2004) evokes that People can start out one way and by the time life gets through with them they end up completely different (p.363). Starting out as a mixed-blood other (Samoan/ German/Chinese/English) and ending up as a university lecturer: acknowledging the identity journey. Kidd, S. (2004). The secret life of bees. London: Headline Book Publishing Publications: Fraser, D., Aitken, V. & Whyte, B. (2013). Connecting curriculum; Linking learning. Wellington: NZCER Press. Whyte, B. & Knapper, C. (2013). Crafting an interactive Museum. In D. Fraser, V. Aitken, & B. Whyte, Connecting curriculum; Linking learning (83-105). Wellington: NZCER Press. Whyte, B. & Keys, N. (2013). When tragedy strikes: School community renewal through Arts inquiry. In D. Fraser, V. Aitken, & B. Whyte, Connecting curriculum; Linking learning ( ). Wellington:NZCER Press. Fraser, D., Aitken, V., Price, G., & Whyte, B. (2013). Interactive group activity: A socially mediated tool for opening an interpretive space in classroom research. International Journal of Qualitative Studies in Education, 26, 8, Fraser, D., Aitken, V., Price, G., & Whyte, B. (2012). Inquiry learning, drama and curriculum Set, 3, integration. Whyte, B., Fraser, D., Aitken, V., & Price, G. (2012). Interactive group activity (IGA): A socially mediated tool for opening an interpretative space in classroom research. International Journal of Qualitative Studies in Education, DOI: /

9 Whyte, B. (2012). Culturally diverse classrooms and communities. In C. McGee & D. Fraser (Eds.), The professional practice of teaching (4th ed; pp ). Albany North Auckland: Cengage Learning. Whyte, B Learning s smack jab in the middle : Mining children s perspectives on their learning. New Zealand Association for Research in Education (NZARE) Conference 2011: Into the Light. The Bay of Plenty Polytechnic and University of Waikato Partnership Campus, Tauranga, New Zealand; Nov 29-Dec 1. Whyte, B Weaving a Hybrid Mat : Samoa meets Solomons. Waikato Journal of Education, 16(2), Dr Timote Vaioleti Faculty of Education University of Waikato Whyte, B. (2010). Creative approaches to data gathering: Arts pedagogies as methods. Australian Association for Research in Education (AARE) Conference 2010: Making a Difference. The University of Melbourne, Australia; 28 November - 2 December. Whyte, B. & Thin-Rabb, P. (2007, Nov). Fresh Moves: 6 C s to creativity. Paper presented at the Dialogues & Differences in Arts Education Conference, University of Sydney, Australia. Sandretto, S., Ballard, K., Burke, P., Kane, R., Lang, C., Schon, P., & Whyte, B. (2007). Nailing Jello to the wall: Articulating conceptualisations of social justice. Teachers and Teaching, 13(3), Whyte, B. (2005). Collaborating with diverse cultures. In D. Fraser, R. Moltzen & K. Ryba (Eds.), Learners with special needs in Aotearoa/New Zealand (3rd ed; pp ). Victoria: Thomson Learning Australia. Tongan being and Manulua the idealise Educational aim; operationalising ilo, poto, ofa, fatongia and fonua as learning frameworks for integrity and continuity I propose two kakala (Thaman, 1977) in this paper. Firstly, I will touch on the philosophical works advanced by Hurrerl, Heidegger, Ponty and other European Enlightenment philosophers to create a backdrop for this paper. Building on those and Tongan case studies, I will propose an aim for Pacific Education. To reflect the fusion of sophiticated layers of tangible and intangible, the spiritual and physical manifested in a Pacific being ; I will use the Pacific icon of Manulua to symbolise that ultimate and idealised aim. This is my first kakala. For my second kakala, I will then use poto, ilo, ofa, fonua and other Tongan concepts and values that persist to today to provide a cohere, culturally meaningful framework to quide a 21st century teaching and education that is holistic, respectful and sustainable. I will call that framework the Founga ako (pathway of/for ako). Biography: Timote is a teacher educator at the University of Waikato. Last year, he won the Award for Sustained Excellence in Teaching (mainstream) at the school of Maori and Pacific Development. An elected member of the Executive Council for Asia Pacific Association of Basic and Adult Education (ASPBAE, India), UNESCO Paris is planning to develop an artistic interpretation of Manulua (Educational and Development Framework) as a conference art piece during the end of the UN Decade of ESD (DESD) Conference in Nagoya, Japan in November. He Leads the research and development of Climate Change and the Creative Industries Curriculum for Kiribati MOE, UNESCO and ILO in 2011 and Timote is one of 4 international experts currently involved in the Re-thinking of Teacher Education in Africa to include ESD, a partnership between UNESCO Paris and the African Nations Universities.

10 Manutai Toru Leaupepe Med, PGDipEd, BEd, DipTchg, PIECCADip Lecturer, Critical Studies in Education, Faculty of Education The University of Auckland She also has extensive experience within social services working alongside Pasifika communities where she has developed and delivered programmes that cover parenting with confidence, child protection, and youth suicide. Her work within the community continues to be an influential aspect of Manutai s life which she enjoys doing. Research Current Sustaining localised and indigenous knowledge within the Cook Islands: Education opportunities and challenges What can be learned? This presentation argues that sustaining localised and indigenous knowledge within the Cook Islands has come at a cost. A number of questions are asked, such as: In what ways have dominant discourses concerning children and education impacted local and indigenous knowledges? By sharing lessons learned within the Cook Islands this presentation aims to further deepen an awareness to how decisions made concerning education can have an impact on teachers, children and their families. Manutai is of Cook Islands, Tahitian and Kiribati heritage. She is married to Aukuso (Samoan) and they have three beautiful daughters and six handsome sons. She was born in Reureu, Aitutaki in the Cook Islands. She came to Aotearoa New Zealand with her mother as an infant. Manutai has been involved in the early childhood education (ECE) sector for over twenty years starting out as a parent helper then becoming a teacher aide, then making a commitment to become a qualified ECE teacher. With 15 years of teaching experience in private, state and community based settings, Manutai has loved working alongside young children and their families and continues her work within Pasifika ECE communities. She currently lecturers in the School of Critical Studies in Education at the Faculty of Education. She teaches in a range of ECE courses for undergraduate and postgraduate programmes in both Pasifika and mainstream. Areas of Expertise Manutai Leaupepe has been a practitioner within the field of early childhood education (ECE) for over 15 years where her strength in programme planning, curriculum developments and pedagogical documentation have been sought after with Pasifika ECE communities. Her commitment to the sector has seen her represent Pasifika voices on various community groups and within the Faculty of Education at the University of Auckland. Manutai s areas of expertise are in ECE, Pasifika ECE, curriculum developments, and play. Manutai s field of research is a Pasifika conceptualization of the notions of play within the context of teaching and learning within ECE in Aotearoa New Zealand. Her work articulates and foregrounds Pasifika indigenous theorizing of play within ECE and teacher education programmes. Drawing on historical and biographical narratives and experiences of Pasifika student teachers, teachers and parents, her research demonstrates the multiple meanings of play that she attempts to interpret through cultural methodologies. Integral to her work is the crystalizing of Pasifika knowledge that previously only existed in community places and that provides a platform to the invisible voices of community paradigms. Her master s dissertation explored how Pasifika student teachers view play. Important to Manutai s work is the need for teachers and adults to understand how such views can either hinder or enhance children s opportunities for further learning. An extension of Manutai s research is concerned with how teachers make relevant links to curriculum areas through play and of equal importance how teachers nurture a playful disposition. She is currently interested in how play can enact notions of social justice, equity, fairness and gendering. She has worked alongside Dr Stephen Berg from the University of British Columbia [UBC] Okanagan in Canada focusing on graduating teachers perceptions of play and its impact to teacher practice. She was invited to teach at the Summer Institute in Education at UBC where she challenged teachers to revisit notions of play and consider the role of play within the teaching and learning of children. As a significant leader in the field of Pasifika ECE, her work among Pasifika ECE centres both within Aotearoa New Zealand and within the Pacific region is significant. Invited as a keynote speaker on several occassions to the Cook Islands provided a unique opportunity to assert the significance of ECE and to advance the research based scholarship. Other areas of research that Manutai is interested in are Pasifika ECE, curriclum developments within the early years, inclusive education, politics and education [with reference to ECE], mathematics in the early years, and social sciences education.

11 Alaimaluloa Toetu u Tamihere Nane Rio Faculty of Education The University of Auckland MA Education (Hon), The University of Auckland, MA English (Hon) The University of Auckland, BA English (Hon) University of Hawai i, Hilo Doctoral candidate Faculty of Education The University of Auckland Introducing Kailoa as a Pacific Research Framework In this presentation Alaimaluloa will describe and discuss the methodological approach she developed for her recently completed doctoral study combining the best of Tongan and western knowledge systems Teachers perceptions of their Pasifika students: Emerging findings, from early Stages of a Phd Journey This presentation explores the initial findings of a doctoral study basedthe idea that our capacity to learn is embedded in thecontext of human relationships. What we bring to this relationship is influenced by our expectations and beliefs about learning. The expectations about the academic ability or lack of those we teach are deeply interwoven Publications: Voices from Manukau: recruitment and success of traditionally under represented undergraduate groups in New Zealand. Journal: Asia Pacific Education Review - ASIA PAC EDUC REV, vol. 12, no. 2, pp , Investigating location effects in a multicultural teacher education programme Maxine Stephenson, Helen Anderson, Nane Rio, Pam Millward Journal: Asia Pacific Journal of Education - ASIA PAC J EDUC, vol. 29, no. 1, pp , 2009 Cultural Globalization and Teacher Education: A Local Perspective Maxine Stephenson, Nane Rio, Helen Anderson, Pam Millward Journal: Diaspora, Indigenous, and Minority Education, vol. 2, no. 1, pp , 2008 Access and Engagement: A New Zealand Study Helen Anderson, Maxine Stephenson, Pam Millward, Nane Rio

12 Dr Esther Tumama Cowley-Malcolm Hoori Uatuku Ko Taiarahia te maunga Ko Ōhinemataroa te awa Ko Mataatua te waka Ko Te Rewarewa te marae Ko Kuramihirangi rāua ko te Rangimoaho ngā whare tīpuna Ko Te Māhurehure te hapū Ko Te Purewa te tangata Ko Tūhoe te iwi Supervisor Candidate Culture and Ethnicity sameness: does it affect success? Abstract: Doing a PhD has been likened to completing a marathon. Both are full of valleys and mountains and take persistence, tenacity, and patience to get to the finish line. I am fortunate to have done both! Hence the analogy is not some noble abstraction, but based on experiential learning and a firm foundation of concrete evidence. The key to any PhD supervision success is that the relationship between supervisor and candidate is based on a culture of respect and trust. Without this, the candidate s chances of completion are placed at considerable risk. To use a cultural analogy, effective communication and a healthy relationship are the major strands of the ie toga (Samoan fine mat) into which other strands simple and complex are woven to produce the finished product, the fine mat/ie toga/ the completed PhD thesis. This paper discusses from the perspective of a Samoan woman candidate, whether having a Samoan supervisor affects samoan candidates successful completion of a PhD. Toi te Kupu Strand Bilingual Speakers Ngā purākau a ngā tīpuna He koko pūkōrero a Hoori Uatuku ki runga i ōna marae maha i roto i te rohe pōtae o Tūhoe, whakawhti atu ki ngā marae maha o Ngāti Awa. Koia te kanohi tuatahi hai pūkōrero mō ngā kaupapa nui mō tōna iwi a Ngāi Tūhoe i mua i te kawanatanga. He tohunga tito waiata, he koko pūkōrero, he tohunga ki te whakatakoto i te kupu kōrero ki ana tauira o Te Kura Wānanga o Anamata.

13 Agnes Jean McFarland Te Mākarīni Tēmara Te Kākahu Whakataratara o Ngāi Tūhoe He kōrero tuku iho Ko te pūtake o ngā kōrero e whai ake nei e whakapuaki ana i ngā kōrero tuku iho mō tō mātau tīpuna kuia a Te Oti Hororiri mō tōna mauheretanga ki te Ana o Muriwai tae noa ki te whareherehere o Mautini i te tau He kōrero i whakauruhia atu ki roto i te Ūpoko Tuatoru mō taku Tohu Kairangi. Māori Caucus Representative NZARE Council since Iwi: Ngāi Tūhoe, Ngāti Awa, Ngāti Maniapoto, Samoan Tohu Mātauranga: Early Childhood Certificate, Diploma Teaching (Wellington College of Education), Bachelor of Arts Degree(Victoria University), Master of Arts in Māori Studies (Massey University), PhD Candidate ( Massey University). Wāhi mahi: Lecturer Department of Professional Studies in Education within the Faculty of Education. Waikato University, Windermere campus, Tauranga. Previously a lecturer at Massey University College of Education from 1995 to Now a lecturer at Waikato University since 2013 to date. I have a strong background in the teaching, visual arts, performing arts, Māori language and Māori Medium teaching programmes at undergraduate and postgraduate level. I have just recently submitted my doctorate in Māori Studies at Massey University titled Te Kākahu Whakataratara o Ngāi Tūhoe. My research interests are tribal history, customary concepts, Māori performing arts, oral and written narratives and compositions in Māori. Karakia Tawhito He Kupu Akaora i Te Karakia Tawhito Ko te karakia tawhito he tatau tomo atu ki te ao wairua o na kōrero ōnehe, o nā kupu whakarangiora i nā whare tapu, i nā whare maiere, i nā whare wānanga hoki a te Māori. He orioringa nā te kupu ki ana hītōri whakapapa, he mōteatea tangi hotu kau ake nā te whatu manawa, he puhā na Tū kāwehiwehi, he hau rongo kupu rānei hai whakaaio i te riri a Tawhirimātea e marino ai te rangi, e tau ai te kanikani o nā ngaru tūātea a Hinemoana. He waerea whakairi kupu hai wewete i nā hongihongi a te whewheia e wātea ai te papa, te ātea, o runga, o raro, o nuku, o rangi, tae atu ki te ara whakaaruaru ki mua. He tohi, he pure kau ake nā te kupu mo na kura hāpenupenu ka kukune mai, ka tihe... i mai ki te ao mārama. He tau rongo kupu, he tau rongo wānanga ki ōna toronga whakapiri e hua ai te hei māpuna o te ora. He whakatō mauri, he whakaoho mauri, he tuku mauri na te tapu o te kupu, na te mana o te kupu, na te wairua o te kupu. Iwi: Ngāi Tūhoe Hapū: Tamakaimoana, Ngāi Te Paena, Ngāti Kuri, Te Urewera, Ngāti Haka-Patuheuheu, Ngāti Ruapani Tohu Mātauranga: Master of Arts Degree, Te Whare Wānanga o Awanuiārangi Tohunga (CEO) Office Te Whare Wānanga o Awanuiārangi Senior Cultural Advisor to the (CEO s) Office. Te Whare Wānanga o Awanuiārangi.

14 Rihi Vercoe Te Kahautu Maxwell Te kauwae runga, Te kauwae raro Pou Tikanga HOD Māori Cultural Studies School of Māori and Pacific Development University of Waikato Abstract: Mai i taku kauhau ka puta he paku mārama mō te orokohanga o te ao, hāngai atu ki te tapu o te whare tangata, puta noa ki te tiaki i te ora o te Mana wahine-mana Tāne. He aha ai e kii nei ahau he paku mārama noa iho ka puta? Nō te mea he kaupapa tino hōhonu, whānui rawa atu, tēnei, Te Kauae Runga; Te Kauae Raro. E tika ana kia wānangatia taua kaupapa; kāore hoki e oti i roto i te kauhau poto te wā - kia kitea atu te muka whiriwhiri nei i te Mana Atua-Mana Whenua-Mana Tangata. Mauri ora tātau katoa. Biography: Ngāi Tūhoe, Ngāti Awa, Te Arawa, Ngāti Tūwharetoa, Ngāti Porou Taku kupu whakaari : Kia Whakatane au i ahau. Ma wēnei kupu tonu e kōrero tōna ihi, tōna wehi, tōna mana. I whānau mai ahau ki Whakatane, ka pakeke ki Te Teko. Ko te reo rangatira te tuatahi o taku kāinga tipu. Nā waku mātua i piripono ai ahau ki ngā tikanga o te tiaki pai i te taiao me ōna rawa heke iho mai i ngā Atua hei oranga nui. Ko te whakapūmautanga a rātau mā Atawhaingia te taiao; kia atawhaingia hoki koe e te taiao. Whakapūmautia a rātau tūmanako, moemoeā; me whakatauki pēneitia Mate atu he tetekura; ara ake he tetekura. Ko te tino taumata rangatira he mea whakataunaki i te aratika; e rere tika ai te māramatanga, kia ū ki te pai. Mauri ora tātau! Te Kura nui. He Kura hoki ahau; Te Pono ki runga rā, te ara mai o te tika. Tukua mai ki raro nā te maungarongo; te whana i tū ai nā te kotahitanga; te aroha i mau ai. Aria: Pinepine te kura hau te kura, whanake te kura i raro i a Awarua ko kura nui, ko te kura roa, ko te kura nā Tūhaepō. Tēnei te tira hou tēnei haramai nei nā te rongopai, nā te rangmārie Ōpōtiki Mai Tawhiti, ko te pōtiki e kōrerohia ake nei ko te whakapono; Te Haahi Ringatū. Ko te Mai Tawhiti ko te kura tawhiti nara ko te whakahokia mai o te reo, te tikanga, te hihiri, te wawana, te manako ki ngā uri a Muriwai. Ko te waka hoehoenga ko te kapa haka i eke ai a ngaru roa, i ū ai a tāhuna roa, i tū ai Te Kura nui.

15 Terehia Channings Te Rānui Arthur Black Tumuaki Turakina Māori Girls College Marton Lecturer Pouarataki: Tikanga Te Ao Māori Masters candidate, Te Whare Wānanga o Awanuiārangi Tribal affiliations: Ngāi Tūhoe, Te Whakatōhea, Te Whānau ā Apanui, Tūwharetoa, Ngāi te rangi, Ngāti Ranginui me Te Arawa. Ngā Kura Tūtahi Māori Boarding Schools I tipu ake ahau i Waiohau me te whārua o Ruātoki. E whā waku tau i Waiohau kā hūnuku mātau ki Ruātoki. Ko tō mātau kāinga i taua wā i te taha tonu o Te Tōtara. I haere ahau ki te kura o Ruātoki. E waru pea waku tau ka hoko whare hou waku mātua i Tāneatua ana ka tīmata taku haere ki te Kura o Tāneatua. Mea rawa ake ka hoki anō mātau ki Ruātoki noho ai ana ka hoki ahau ki te Kura o Ruātoki. Mai Ruātoki ka haere ahau ki Turakina. I te tau 1982 i hoki ahau ki te kāinga kātahi ka whakaoti i waku mahi o te Kāreti itaoroa. I te tau 1985 i uru ahau ki te Whare Takiura o Kirikiriroa me Te Whare Wānanga o Waikato ki te whai i taku Tohu Kura Māhita me Te Tohu Mātauranga. Kua neke atu i te 25 tau ahau e ako ana i roto i ngā Kura Tuatahi, i ngā Kura Tuarua, i ngā Kura Tūtahi, i ngā Kura Tini me ngā Whare Wānanga. Te Hā o tōku oranga - oho ake ana ahau i taku moe... Ka hāpai ake au i te wairua rerehua, rere pono a ngā mātua tīpuna. Ā rātau pūputu kōrero i tuku ake, i mau i roto i te ora o tōku hā. Ko te pūtake o tēnei kauhau he whakapuaki i ngā kōrero mō te hā o tōna oranga ki ngā kokona pūtakataka o te hinengaro tangata i te wā e noho ana ia i te whenua Moemoea, i tōna wharatanga ki reira, ā, ki tōna hokihanga mai ki te wā kāinga. E kite ai tātau i te taumata tūhonohono a te tangata ki tōna ūkaipō ki a Te Urewera, ki tōna tūrangawaewae ki te taiororua o Ruātoki, ki tōna marae a Ōtenuku, ki tōna tipuna whare ki a Te Poho-o-Tahatū-o-te-Ao, ki ōna tikanga me te kawa o Ngāi Tūhoe, ki tōna reo rangatira. Ina, tata nei ka hua mai te arotakenga ki te whakairo i te wairua o ngā kupu e tipu ai te mātauranga Māori hai pae whakatipu i te wairua o te kōrero mō te hā o tōna oranga. I te marama o Hepetema, i te tau 2009 i whiwhi ahau i te tūranga Tumuaki i Turakina me te nui o tēnei hōnore. I tēnei tau hoki i huri ake ahau ki te whai i Te Tohu Paerua arā i te Master of Arts i Waikato. Ko taku kaupapa rangahau Ko Ngā Tamariki o te Kohu i haere ki te Kāreti o Turakina. Ko tāku he kōrero mō te tīmatanga o tēnei o ngā Kura Tūtahi a Turakina, tōna hononga ki a Te Rua me Hoani Laughton me te whakapono o Turakina ki te hāhi Perehipitīriana tae noa ki ngā kōrero mō wētahi o ngā ākonga o mua nō Te Kohu i haere ki Turakina.

16 Professor Taiarahia Black Bachelor Social Sciences Waikato UniversityDoctorate, Massey UniversityIwi: Tūhoe, Te Whānau ā Apanui me TūwharetoaHapū: Ngāti Koura, Hāmua, Te Whānaupani, Te Māhurehure Haturini Mc Garvey Iwi: Ngāi Tūhoe, Te Whakatōhea, Ngāti Whakaue, Te Whānau-ā-Apanui, Ngāti Rangi. Pinepine te kura Ngā āhuatanga matua mō te tito haka Tū Tauā Me pēhea tō waihanga haka Tū Tauā? Ko noho matawhā te whakautu. Tuatahi, mā te matatau a te tangata ki te reo me ōna tikanga. Tuarua, kia mātua mārama te tangata ki ngā āhuatanga o te mau rākau, o te parawhakawai. Tuatoru, kua taunga ia ki ngā haka tū tauā o tōna ake iwi huri hoki ki ngā iwi o waho i ā ia. Tuawhā, he toa ki te haka, ki te tātai rākau, ki te waihanga i te kupu kōrero. He māmā noa te rere te makere noa i a ia te kupu kōrero. Ka rere te titiro ki ētahi tauira o te hanga, o te tito i te haka Tū Tauā mai i te kore, ki te ao mārama, arā te otinga kua waihangatia ngā kupu, te ia whakaū, ngā ringaringa, ngā mahi ā-tinana. Ko te āta tuari i ngā pūmanawa me ngā pūkenga matua i waihangatia ai e te kaitito i tana haka. Ka āta tirohia ētahi tauira o mua mō te haka Tū Tauā me tōna hāngai ki ngā haka Tū Tauā o ēnei rā. Ko taku ingoa ko Haturini McGarvey i whakapakekehia ahau ki tō mātau kāinga ki Te Tawa, ki te whārua o Ruātoki. I reira ka poipoia ahau e taku whānau me aku hapū karanga maha ki Te Urewera mai tērā wā ki tēnei. Pakeke mai ahau ki roto i te reo o te rahi o Ruātoki mai i ahau e pōnīnī ana, ka wehe mai i te wā kāinga ki te rapu i te oranga mātauranga ki ngā whare wānanga o Waikato, tae mai nei ki Te Whare Wānanga o Awanuiārangi. Ko ahau hoki tētahi tamaiti whakaangi i tohutohungia e aku mātua, e aku pāpara ki te kōhiwi o te maire, arā, ki te mata o te rākau hōkai. Waihoki, ka tutuki i ahau taku tuhinga Paerua i tēnei tau tonu, ā, ko taku kaupapa ko Ngā Haka Tū Tauā a te Māori. Kua neke atu pea i te rua tekau tau ahau e whakaako ana i te reo me ōna tini āhuatanga ki ngā Kura Kaupapa, Wharekura, Kura Auraki, Kura wānanga i runga i aku marae, ki Te Whare Wānanga o Awanuiārangi. Ko te mea nui ki ahau kia pāhawa i ahau aku kauhau akoako. Kai whiua te kōrero, E hoa, i hoki anō koe ki waenganui i tō whānau, i ō hapū, i tō iwi ki te tuku i ēnā kōrero āu ki a rātou? Ka taea e au te whakautu, Ae. Koia hoki taku mahi ināianei he tuku i ngā tōngārerewa i kohaina mai ki ahau ki te hunga e ngākau nui ana, koi hotahota ana ki te reo, ki tōna ahurea e toitū ai te mana tūroa tūturu ki tēnei ao, ki tua haere ake nei ngā tau.

17 Friday26 th September 2014 Time Event People Focus Where 11.30am Registrations Caroline Pre Powhiri Registrations Main Reception 12.15pm Pōhiri Komiti Māori - Te Whare Wānanga o Awanuiārangi Ma te tangata whenua e whakahaere. Te kawa o Mataatua Gate A Entrance Noho centre Gate A Entrance 1pm Kapu tī Noho Centre Kitchenette 1.20pm MC Intro to the day and housekeeping. Te Ranui Black Te Ranui Black, brief about the purpose of the day (understandings from wānanga blurbs key people) + housekeeping. Noho Centre Lecture Room 1.30pm-2pm Key note address Address by CEO Awanuiārangi Graham Smith Introduction to the wānanga. Introduction to kaupapa of symposium and guest speakers. Noho centre Lecture Room 2pm-2.30pm Introduction of : Niniwa Short Agnes Mc Farland Kawea te wairua o te kupu. Monograph 1 An extract from the very first publication initiated by Māori Caucus Representatives and Edited by Agnes McFarland in Article contributor Te Kereru o Te Urewera pm Parearau Nikora Article contributor Rongokarae te tipuna/ Ngā taonga a tane whakapiripiri Ka hoki tāua ki te whare huri ai e! Monograph 2 An extract from the new publication to be launched this afternoon. 3pm-3.30pm Manaakitanga Paramanawa Time to register for workshops if not done yet. Information for each presenter is on the program. Noho Centre Kitchenette

18 3.30pm - Intro to next speaker Agnes McFarland A chapter from his Phd thesis which looks at the concepts of ranga. Noho Centre Lecture Room Keynote speaker Professor Wiremu Doherty Matauranga-a-iwi Ranga 4pm Intro to next speaker Agnes McFarland A new dawn for the development of to tātou Reo Rangatira with an Academic context. Professor Taiarahia Black Te Kouna o te Reo me ōna Tikanga Rangahau Centre of Excellence Reo and Tikanga Research Unit 4.30pm Make your Way to Library Atrium Library Atrium 4.40pm NZCER Ass. Prof. Cheryl Stephens - Mihi from NCER staff Editor new Edition Prof. Taiarahia Black - Korero on publication Book launch - Karakia Te Makarini Temara Background music Kai Waiata: Ani/Tawera 6pm Māori Caucus hui F105 Ground floor Noho Centre

19 Saturday 27 th September 8am Registrations Caroline Strachan Noho Centre Foyer 8.30am Karakia Te Makarini Temara Whakatau new attendees 8.45am 9am -9.20am Whakamārama ki ngā whakahaere o te rā NZARE Māori Caucus Representative Te Ranui Black Rosina Taniwha Any changes to programme Toi te Kupu, Toi te Mana, Toi te Whenua Noho Centre Main Lecture Room 9.20am Introduce next Agnes McFarland Keynote speaker Tanya Samu: Pacific Research in Education: Transformative Acts of Servant-Leadership 9.50am Toi te Kupu (Reo Rua Bilingual) Toi te Mana (Pasifika Rim) Transition to selected presentations in each whenu Toi te Whenua(Te Reo Māori)

20 Presentation Rooms Ground Floor 10.00am F105 Mark Laws Centre Main Noho Centre Ngareta Timutimu: Rae Si ilata: Hori Uatuku: 10.25am Te reo o te kainga - Ngāiterangi Va a Tele: Pasifika learners riding the success wave Ngā Purākau a ngā Tīpuna 10.30am Paramanawa 10.45am Miriama Postlewaite Prof. Pi ikea Clarke: Agnes McFarland: 11.10am Kaumātuatanga: A re-presentation two years down the track Indigenous forms of arts Te Kākahu whakataratara /He kōrero tuku iho 11.15am Pania Te Maro: Barbara Whyte: Te Makarini Temara: 11.40am Ko Pāngarau rāua ko Mathematics: He whawhai koringa kia whai mana ai. Afakasi to Academic: Is identity personal positioning as other, or positioning by others? Karakia Tawhito: He Kupu Akaora i Te Karakia Tawhito