Teacher Only Day - "Mana" (Matua Les Hoerara)

Today we had a guest speaker Matua Les Hoerara (from The Ngāti Pāoa Iwi Trust) to deliver ‘He Aute’, a project funded by the Ministry for Education. How do we engage with our tamariki.  

"Mana"

 

Definition: "when they're able to self-regulate." While self-regulation can be a component, mana is a much broader concept. It encompasses authority, prestige, spiritual power, influence, and integrity. It's about inherent and acquired power.   

Mana can be acquired: through achievements, education, scholarships, leadership, and acts of reciprocity (giving koha).

Inherited: Passed down through whakapapa (genealogy).  Through Diplomacy: Effective communication and collaboration enhance mana.   

A loss of mana can occur through negative actions, disrespect, and failing to uphold cultural obligations (e.g., forgetting koha or time commitments), this can compromise ones mana.     

In Schools: it's visible through Kapa haka performances. Group names, school houses named after Māori leaders. Integration of Te Reo Māori in school environments. Prioritising student voice, especially Māori student voice.

Creating leadership opportunities for Māori students.

Reciprocity.  

2. Relationships: Crucial for proper pronunciation of names. Highlighting the importance of respectful interactions. The extension of Ngati Paoa, showing the importance of tribal connections.

3. Developing Cultural Capability (DCC): Distinction between PLD (Professional Learning and Development) and DCC.  PLD: Focuses on curriculum updates, practical resources (like lunches), and general teaching skills.  DCC: Emphasises deep cultural understanding through frameworks like: 

• Tātaiako (cultural competencies for teachers of Māori learners).
• Tu Rangatira (Māori leadership).
• Tau Mai Te Reo (welcoming the language).
• Te Kotahitanga (effective teaching for Māori students, Berryman's work).   
• Kakano-kia, Kahikitia 1,2,3.
• Te Ao Māori lens (Māori world view).
• Kaupapa/Mātauranga Māori (Māori knowledge).

How can we serve our students:  ensuring physical space, health, and safety.

4. Student Voice and Identity:

• Importance of hearing student voices, especially those of Māori students. 
• Demographic considerations: Who is being represented? What are the family dynamics (whānau)? High percentage of disconnect from whanau.
• 30% Māori, 60% Pasifika student population example.
• Respecting names:
• Using full names, not abbreviations.  Importance of history and belonging.
• Students understanding their kaupapa (purpose).

5. Akoranga Māori (Māori Learning):

"What's the best for the child?" as the guiding principle.  Distinguishing between capacity (space) and capability (skills).

Key Considerations:

• Whakapapa: Understanding genealogical connections is vital.
• Koha: The act of giving and reciprocity is fundamental.   
• Te Ao Māori: Incorporating a Māori worldview into all aspects of education.
• Student Representation: Ensuring diverse student voices are heard and valued.
• Identity: Supporting students in understanding and embracing their cultural identity.

In essence, these notes highlight the importance of:

• Culturally responsive teaching practices.
• Building strong relationships with students and whānau.
• Upholding the mana of Māori students and their culture.
• Understanding the difference between capacity and capability.
• Respecting student identity.