Browsing by Supervisor "Berryman, Mere"
Now showing items 1-18 of 18
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Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako
(The University of Waikato, 2020)This research involved interviewing five Māori whānau, with children attending four of six schools across a Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori. A ... -
An auto-ethnography: Decolonising educational leadership in Aotearoa /New Zealand
(The University of Waikato, 2019)This auto-ethnography examines how I, as the principal in an English-medium state secondary school in Aotearoa/New Zealand, hence forth referred to as Aotearoa, collaborated to transform the school culture, leading to ... -
Children of the migrant dreamers: Comparing the experiences of Pasifika students in two secondary schools attempting to be culturally responsive to mine from a generation ago
(University of Waikato, 2010)Since the 1950s the original Migrant Dreamers have come from their home islands of the Pacific to Aotearoa New Zealand, in the hopes of gaining a better life with Education being that ticket to happiness. The title of this ... -
Conscientisation and Resistance: Experiences from implementing a culturally responsive pedagogy of relations
(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 ... -
Decolonising professional learning: Weaving a whānau of interest
(The University of Waikato, 2020)Raranga (weaving) has been described as an act of decolonisation and resistance. In my experience, learning to weave was more than an act of learning the tikanga (rituals) and methods with which to weave flax and tukutuku ... -
Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve
(University of Waikato, 2010)Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for ... -
Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development.
(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 ... -
Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms
(The University of Waikato, 2020)New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown. Inherent in the heritages of both signatory groups is the ontological positioning that children ... -
Listening to the Winds of Change: Assessing culturally responsive and relational pedagogy
(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 ... -
Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori
(The University of Waikato, 2020)Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students ... -
Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand
(The University of Waikato, 2018)The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa ... -
Relational Responsive Pedagogy, Teachers and Māori students Listening and Learning from each other
(University of Waikato, 2012)This thesis examines the culturally responsive and relational pedagogical practices of a group of teachers in one Phase four Te Kotahitanga school. It then considers the influences of these pedagogies on four Māori ... -
School leadership for Māori succeeding as Māori: A Mataatua perspective
(The University of Waikato, 2018)This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in ... -
Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand.
(The University of Waikato, 2018)This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools ... -
Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana
(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 ... -
The Voices of First Nations and Métis Educators: nahtōhta (listen), kiskēyita (learn) and nistōhta (understand)
(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 ... -
Through the eyes of whānau: Destruction of cultural identity through education
(The University of Waikato, 2019)This thesis examines how the schooling experiences of a dual cultural heritage whānau influenced the development of their identity, their language and culture across three generations. Koro, Tuakana, Teina and Moko share ... -
What does it take to make us listen? The experiences of those leading whole school reform to improve outcomes for indigenous minority students
(The University of Waikato, 2020)This thesis examines how the Kia Eke Panuku: Building on Success school reform initiative shaped the experiences of groups of educators within mainstream New Zealand secondary schools. These experiences are analysed against ...
