Fostering confluence for students in an indigenous tertiary institution by engaging traditional pedagogy: Ako Wānanga and the essential support services
Loading...
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This paper intends to outline an indigenous pedagogy, Ako Wānanga as an encapsulation of how we are bringing our ancestors wisdom into our modern learning environments at Te Wānanga o Aotearoa. The challenge of effectively utilising pedagogies to unify kaiako (academic teaching staff), Te Pātaka Māramatanga (Te Wānanga o Aotearoa Library) and Te Puna Manaaki (Student Support) in a nurturing philosophy and practice for our tauira (students) is being promoted to serve our learners where mainstream education did not meet their learning modality.
Ako Wānanga, utilises the four traditional principles of aro (reflection), ako (learning, teaching), te hiringa (passion, spirituality and motivation) and whanaungatanga (relationships) – enriches the academic and support services quality experience, thereby enhancing the opportunity for collaboration of the essential support services with academic staff for tauira success. Our intention is to meet learning modalities of our tauira (student) demographic.
The model for the essential services comes from the elements of our Māori community – the spring or Puna for water is represented by Student Support, the food store or Pātaka is represented by Te Pātaka Māramatanga – the Library and the Wharenui (shelter) is provided by Ako Wānanga with its principles embedded within it. This model for the essential support services provides the elements of manāki (to look after, show respect and kindness for) where our kaiako (academic staff) and tauira (students) can come for food, water and shelter -warmth and protection.
The knowledge paradigms of our tupuna (ancestors), provides both the landscape and aspirations for the expression and the collaborative pedagogy that facilitates transformation through education for tauira and kaimahi where they can nurture and be nurtured into states of reflection, empowerment and transformation.
Description
Keywords
Citation
Ako Wānanga. (2012). Directed by AOTEAROA, T. W. N. O: Te Wānanga o Aotearoa.
Barlow, C. (1991). Tikanga whakaaro : key concepts in Maori culture. Auckland, N.Z: Oxford University.
Bishop, R., & Glynn, T. (2011). Culture counts: changing power relations in education. South Melbourne, Vic: Cengage Learning.
Buck, P.H. (1950). The coming of the Maori. Wellington N.Z: Maori Purposes Fund Board, Whitcombe & Tombs.
De Paul University. (2014, May 21). Leveraging faculty, librarian and student relationships: ACRL poster [Online]. Retrieved from http://www.erialproject.org/wp-content/uploads/2011/04/ACRL2011poster.pdf
Davies, S. & Hoani, S. (Eds.). (2010). Toroa-te-nukuroa : Ako Wānanga. Te Awamutu, N.Z: Te Wānanga o Aotearoa.
Durie, M. (1998). Whaiora : Māori health development. Auckland, N.Z: Oxford University.
Durie, M. (2003). Ngā kāhui pou: launching Māori futures. Wellington, N.Z: Huia.
Hoani, S., Hunia, R., & Te Wānanga o Aotearoa. (2009). Toroa-te-nukuroa : Māreikura. Toroa-te-nukuroa, Volume IV. Te Awamutu, N.Z: Te Wānanga o Aotearoa.
Hunia, R., & Te Wānanga o Aotearoa. (2008). Toroa-te-nukuroa : Reflections from Within. Toroa-te-nukuroa, Volume III. Te Awamutu, N.Z: Te Wānanga o Aotearoa.
Julien, H., & Given, L.L. (2003). Faculty-Librarian relationships in the information literacy context: a content analysis of librarians' expressed attitudes and experiences. Canadian Journal of Information and Library Science, 27.
Ka’ai, T. (2004). Ki te whaiao: an introduction to Māori culture and society. Auckland, N.Z: Pearson Longman.
Kerr, J., & Lambert, P. (2012). Applying indigenous knowledge to post secondary education; applying our sytems to tomorrrow's world. World Indigenous Peoples' Conference on Education. Cuzco, Peru: Te Wānanga o Aotearoa.
Leeder, K. (2011). Collaborating with faculty Part 1: A five step program [Online]. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2011/collaborating-with-faculty-part-i-a-five-step-program/
MacFarlane, A. H., Webber, M., Cookson-Cox, C. & McRae, H. (n.d.) Ka awatea: an iwi case study of Māori students success.
Marshall, G. (2014). Traversing ancient wisdom: indigenous symbology in a tertiary library. Waikato / Bay of Plenty Region Weekend School. Gisborne, New Zealand.
Nin, B., & Wetere, R. (2014, May 14). Ko te kaupapa [Online]. Te Awamutu: Te Wānanga o Aotearoa. Retrieved from http://tekete/Pages/Kaupapa.aspx?View={40C62466-CFD6-4D6C-BBCD-7E9174C5E8DA}&SelectedID=1
Pohatu, T. W. (2008). Takepū: rethinking research approaches. In R. Hunia & Aotearoa, T. W. N. O. (Eds.), Toroa-te-nukuroa: reflections from within. Te Awamutu, NZ: Te Wānanga o Aotearoa.
Roberts, P. (1999). Paulo Freire, politics and pedagogy: reflections from Aotearoa-New Zealand. Palmerston North, N.Z: Dunmore Press.
Smith, G. H. (1999). Paulo Freire: lessons in transformative praxis. In P. Roberts (Ed.) Paulo Freire, politics and pedagogy : reflections from Aotearoa-New Zealand. Palmerston North, N.Z: Dunmore.
Smith, L. T., Moko Productions., Nga Pae o te Maramatanga., & University of Auckland. (2004). Maori education in uncertain times, legacies, learnings and challenges[Inaugural lecture]. Auckland, NZ: University of Auckland.