Home Events Modeling a Bicultural Partnership is the Only Way (Session 10A)

Modeling a Bicultural Partnership is the Only Way (Session 10A)

Zoom: https://hawaii.zoom.us/j/8089682208
Main Topic
: Indigenous Knowledge, Perspectives, and Approaches
Session Type: Paper

Abstract

As lecturers in teacher education, we were inspired by Mason Durie’s work which encouraged us to think about how we could teach in a bicultural partnership. There has been a renewed sense of partnership built around two sets of traditions, two bodies of knowledge and two cultures. The interface between the two approaches has become a rich ground for the expansion of knowledge and enhanced understanding without assumptions that one approach is necessarily more worthy than the other (2013, p 17). This presentation draws on a small research study that explored the impact on teachers who enrolled in a one year Graduate Certificate programme. The particular focus of the study was to find out how teachers experienced a co-teaching approach whereby a Pākehā (Settler) and a Māori (Indigenous) lecturers worked together to deliver a bicultural programme that celebrated and included Indigenous worldviews. The lecturers will share their experiences of developing and teaching this programmes and some findings of this study. It is hoped that the presentation will provoke thinking about bicultural practice in teacher education and illuminate ways that lecturers can strengthen their practice in relation to biculturalism.

Reference Durie, M. (2013). Towards social cohension: The indigenisation of higher education in New   ZealandIn Ngā tini whetu: Navigating Māori futures. Huia New Zealand: Wellington.

Learning Objectives:

At the end of this session, participants will: Learn how two lecturers of Te Rito Maioha Early Childhood Aotearoa New Zealand were programme co-ordinators and their experiences of developing and teaching in a one year programme together; Some findings of a small research study and; How the teachers (who had enrolled in the programme) experienced the bicultural model of teaching.

Keywords: Teacher education, Professional learning, Co-teaching, Biculturalism

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Date

Mar 02 2021
Expired!

Time

HST
3:00 pm - 3:45 pm

Local Time

  • Timezone: America/New_York
  • Date: Mar 02 2021
  • Time: 8:00 pm - 8:45 pm

Zoom Meeting

Speakers

  • Ms. Sandra Tuhakaraina
    Ms. Sandra Tuhakaraina
    Te Rito Maioha Early Childhood New Zealand - Senior Lecturer, Course Leader

    Te Rito Maioha Early Childhood New Zealand

    Sandra Tuhakaraina (Ngāti Kahungunu ki Wairoa) is a teacher educator at Te Rito Maioha Early Education New Zealand Aotearoa (ECNZ). She is a currently the Kaiārahi Marautanga, Course Leader and a Senior Pouako for Bachelor of Teaching (ECE) programmes ECNZ that promotes students’ teaching and learning of Te Tiriti o Waitangi, bicultural partnership in early childhood settings. Her previous work was a learner and teacher in Te Kohanga Reo, Māori Language Nest. Her research focuses on the Māori language and Mātauranga Māori within teacher education and the early childhood sector. She presented at Pac Rim in 2017 and published these findings in a ECNZ publication.

  • Ms. Lesley Robinson
    Ms. Lesley Robinson
    Te Rito Maioha Early Childhood New Zealand - Senior Lecturer

    Te Rito Maioha Early Childhood New Zealand

    Lesley Robinson is a senior lecturer with Te Rito Maioha: Early Childhood New Zealand. This organisation strives to provide programmes that are bicultural in that knowledge of Māori (the indigenous people of New Zealand) is positioned alongside knowledge of the Pākehā (settler) peoples across all programmes. Lesley has had teaching and course development experience in a range of initial teacher, graduate and post-graduate programmes with Te Rito Maioha and has also been involved in a number of research projects. Lesley’s broad and enduring interests are ECE curriculum and pedagogy. Prior to her current position, she taught in a community-based care and education centre both with infants and toddlers and with young children.