Delving back into the literature.

Last week I spent some time in the New Zealand section of the Waikato University Library as many of the readings that I want to explore are not for loan. It was good to be out there amongst it all each day and to reconnect with the bricks and mortar of student life –though the 17 thousand steps from the bottom car park to the third level of the library nearly did me in.

In fact, I stopped in at Bennett’s Book Shop under the pretence of browsing but in actual fact it was to fill up with more oxygen before I made my final ascent. After my acquisition of Hirini Moko Meads’ excellent book “Tikanga Maori-Living by Maori Values”, I hit the steps again.

Of interest to me at the moment is exploring the changing attitudes of policy makers and educators throughout our history toward Maori education and I did find a number of wee gems.

One book I came across, “Challenging Education – A positive approach to teaching Maori students in New Zealand Schools.” Published in 1993 is a practical and positive book specifically with the New Zealand educator in mind. Albeit that the book was published in 1993, the authors’ (Bill Walters, Clare Phillips, Barbara Olliver and Hap Gilliland) acknowledgement of Maori values weaved through its pages are as relevant today as they were in 1993 and for any teacher aiming for best practice it is certainly worth reading.

In the chapter dedicated to developing “A Culturally Relevant Education”, several points were highlighted and discussed.

1. Become familiar with, and accept, Maori ways.
2. Value the students’ background and provide additional experience.
3. Identify and emphasis positive values.
4. Develop the students’ self-concept.
5. Promote relaxed communications
6. Develop a culturally relevant curriculum.
7. Adapt instruction to student’s learning styles.
8. Work with parents and the community

In another chapter several ways of applying Maori values in the classroom are discussed. This chapter prompts the teacher to consider group problem solving, peer tutoring, applying cooperative effort to learn writing styles, develop group pride in achievement, provide opportunity for self and peer reflection, encourage self-competition and encourage students to help each other.

In my interviews so far with staff and students, these points were often discussed as having positive outcomes for Maori students and indeed in my 20 years of teaching I know that many of the concepts discussed by the authors do have relevance for practitioners who are on a quest to cater to and embrace diversity in their classroom.