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How can educators tautoko and empower young people to feel equipped to lead in the changing climate they will inherit? Researchers from the University of Canterbury and Ngāi Tahu have been working with rangatahi Māori and Pasifika in Ōtautahi to explore the ways ākonga view climate change. Ako finds out about the project.
Two student leaders of kapa haka at Kapanui School, Waikanae explain why they like it.
Child of the mist, Tame Iti, says that “history has woven us together. We are the basket, the kete, that holds the future!”
For nearly a decade, Kapapapanui School in Waikanae has been using kapa haka as a way of building community in and around the school – and the benefits have been extraordinary for both Māori and non-Māori students.
A review of Pūrākau: Māori Myths Retold by Māori Writers.
It is widely acknowledged that engaging whānau and community in educational activities that support the learning of their children is mutually beneficial. It is also acknowledged that this is not always straightforward.
Kura in the Manawatū and Horowhenua are shining examples of inclusivity, in a context of some hope that more resources are coming to support culturally competent practices everywhere.
Developing Mathematical Inquiry Communities (DMIC) aims to build a sense of safety in both cultural identity and group problem solving. It is showing extraordinary progress in students.
With just 18 months until schools need to implement the new Digital Technologies and Hangarau Matihiko curricula, how do educators make that transition?