Transformative pedagogy and language learning in Maori and Irish contexts
Glynn, T., O’Laoire, M. & Berryman, M. (2009). Transformative pedagogy and language learning in Maori and Irish contexts. In S. May (Ed.). LED 2007: 2nd International Conference on Language, Education and Diversity, Refereed Conference Proceedings and Keynotes, The University of Waikato, Hamilton, New Zealand, 21-24 November 2007 [CD-ROM]. Hamilton, New Zealand: The University of Waikato.
Permanent Research Commons link: https://hdl.handle.net/10289/3237
Establishing positive learning communities in classrooms where pedagogies are socially and culturally responsive and centred on shared life experiences is critical for the revitalisation of minoritised languages such as Irish and Māori, which lack the dominance and power of the wider languages of government and communication. Transformative pedagogy and pedagogical re-positioning of teachers are essential to legitimising and affirming minoritised languages in the classroom. Three small-scale New Zealand studies of emerging literacy in Māori are introduced, exemplifying a responsive and transformative pedagogy that enables teachers to position themselves as socially and culturally responsive participants within classroom contexts. These studies offer strategies that might facilitate the development of similar transformative pedagogy in Irish contexts also.
The University of Waikato
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