• Accelerating success and promoting equity through the ako (note 1): Critical contexts for change 

  Berryman, Mere; Eley, Elizabeth (July Press, 2017)

  Achieving equity and excellence for all young people remains the major challenge of education systems across the world. This paper contends that equity and excellence for students currently underserved by our system needs ...

  

• Akoranga whakarei: Learning about inclusion from four kura rumaki 

  Berryman, Mere (NZCER Press, 2015)

  In 2004 the New Zealand Ministry of Education proposed two research projects to understand how learning, social and cultural outcomes were being promoted for tamariki and rangatahi Māori with special educational needs in ...

  

• Bilingual behaviour checklists: initiating a student, teacher and parent partnership in behaviour management. 

  Glynn, Ted; Berryman, Mere; Harawir, Wai; Atvars, Kathryn; Bidois, Pauline (Faculty of Education, University of Waikato, 2001)

  Three bilingual (Maori and English) behavioural checklists formed part of a project designed to facilitate student, teacher and whanau collaboration in overcoming behavioural difficulties experienced by Maori students, ...

  

• The centrality of relationships for pedagogy: The Whanaungatanga Thesis 

  Bishop, Russell; Ladwig, James; Berryman, Mere (Sage, 2013)

  Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence ...

• Claiming space and restoring harmony within hui whakatika 

  Berryman, Mere; Bateman, Sonja (Maori and Psychology Research Unit, University of Waikato, 2008)

  The time has come for indigenous, specifically Māori psychologies, to move from the margins, and claim legitimate space within the discipline of psychology (MPRU, 2007). Phinney and Rotheram (1987) argue that there are ...

  

• Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development. 

  Murray, Tracy Olive (The University of Waikato, 2018)

  This thesis begins by contextualising the current reality for many Māori learners in Aotearoa New Zealand. By reviewing the literature around the role of the provider in professional learning and development (PLD) in ...

  

• Listening to the Winds of Change: Assessing culturally responsive and relational pedagogy 

  Thin-Rabb, Polly (University of Waikato, 2017)

  This thesis examines how the Rongohia te Hau tools were used to capture a snapshot of the extent that culturally responsive and relational pedagogies were occurring within classrooms in two English-medium secondary schools ...

  

• The Voices of First Nations and Métis Educators: nahtōhta (listen), kiskēyita (learn) and nistōhta (understand) 

  Laliberte, Cornelia Dawn (University of Waikato, 2016)

  This thesis begins by considering some of the learning practices of First Nations people prior to colonization. It discusses the influences that the colonial education system has had on disproportionate numbers of First ...

  

• Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana 

  Woller, Paul Robert (University of Waikato, 2016)

  Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous ...

  

• Conscientisation and Resistance: Experiences from implementing a culturally responsive pedagogy of relations 

  Lawrence, Dawn Cherie (University of Waikato, 2014)

  Consciousness of being part of a particular hegemonic force (that is to say,political consciousness) is the first stage towards a further progressive self –conscious in which theory and practice will finally be one. (Hoare ...

  

... View More