Jessica Hutchings, Alex Barnes, Trina Taupo, Nicola Bright – Te Wāhanga, NZCER

1. Jessica Hutchings, Alex Barnes, Trina Taupo, Nicola Bright – Te Wāhanga, NZCER Leonie Pihama, Jenny Lee – Rautaki Ltd with Moana Jackson

2. Ngā Whainga • To identify critical issues for whānau Māori in kōhanga, wharekura, early childhood education and Pākehā sectors • Develop a Māori led and whānau informed research agenda in Māori education

3. Kaupapa Māori • Kaupapa Māori conceptual framework that guided our methodological process. • Grounded in kaupapa tuku iho • Whanaungatanga

4. Kōrero-ā-whānau • Kōrero-ā-whānau • Deliberate about privileging the voices of whakapapa-ā-whānau and kaupapa-ā-whānau • Kōrero-ā–whānau • Kōhanga and Wharekura • Pākehā schools and ECE • Wānanga

5. Kōrero-ā-whānau – Te Kōhanga Reo “The Kōhanga provides for ‘ngāmoemoeā o ngātūpuna” “The people, kaupapa, history, wairua, experience, whānau, whanaungatanga, sense of belonging, welcoming, strategic shared vision”

6. Some Critical Issues from kōrero-ā-whānau in Te Kōhanga Reo • Kaupapa, te reo, tikanga • Access • Choice • Rangatiratanga

7. Kōrero-ā-whānau - Wharekura “Our focus is for students to tū Māori, tū pakari, kia hūmarie te tū me onā āhuatanga engari kia tū i roto i te ao Māori i roto i te ao [whānui] … kia puāwaitia ngā tumanako” (Tumuaki, Wharekura).

8. Some Critical Issues from kōrero-ā-whānau in Wharekura • Increase the usage and improve te reo • Develop inclusion of Te AoMāori in all aspects of the curriculum • Extend range of subjects and extra curricula opportunities (including leadership) • Better preparation of rangatahi for wider world

9. Kōrero-ā-whānau – Pākehā schools • “That’s the thing with these schools, our children are unique. I don’t care what they say, they can call us what they like, our children are unique and the [mainstream schools] are not fulfilling their responsibilities to our children. The core is racism. A lot these teachers aren’t getting over their own sub-cultures. Therefore they can’t address things with our children in particular violence in schools, which they like to call bullying which affects the education of the children” (Kōrero-ā-whānau – Pākehā schools)

10. Some Critical Questions from kōrero-ā-whānau in Pākehā schools • Success as Māori • Recogniton of tikanga and te reo Māori • Values based education • KaiakoMāori • Whanaungatanga : whānau-school relations

11. Kōrero-ā-Wānanga • Re-visioning a philosophy for Māori education in Pākehā schools • Equity, access and resources to support Māori wellbeing and success • Identity and curriculum • Informed decisions about transitions through accessible information • Quality te reo at all levels of learnings including in the home • Ensuring research addresses the diverse needs of whānau

12. Te Puāwaitanga – A Kaupapa Māori Research Agenda for Māori education Māori led, whānau informed • NgāMoemoeā – focus will be kaupapa tuku iho, and those Māori educational initiatives grounded in the theory and practices of diverse Māori communities • Rangtiratanga – will investigate different models that create and demonstrate educational benefits for Māori. This research strand addresses issues of equity, access and structural racism. • Te Reo Rangatira – our work will contribute to the revitalisation of te reo through supporting language acquisition and transmission across diverse learning environments.