Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning

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dc.contributor.advisorBerryman, Mere
dc.contributor.authorMaisey, Carma
dc.date.accessioned2023-02-07T20:52:12Z
dc.date.available2023-02-07T20:52:12Z
dc.date.issued2022
dc.date.updated2023-02-03T09:20:37Z
dc.description.abstractThe Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education. This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10289/15503
dc.language.isoen
dc.publisherThe University of Waikato
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectPoutama Pounamu
dc.subjectDecolonising Education
dc.subjectConscientization
dc.subjectResistance
dc.subjectTransformative praxis
dc.subjectCultural relationships
dc.subjectResponsive pedagogy
dc.subjectBlended learning
dc.subjectCritical theory
dc.subjectKaupapa Māori
dc.subjectEquity
dc.subjectBicultural
dc.subjectMāori
dc.subjectMauri Ora pathway
dc.subject.lcshMaori (New Zealand people) -- Education
dc.subject.lcshChildren, Māori -- Education
dc.subject.lcshEducation -- Government policy -- New Zealand
dc.subject.lcshMulticultural education -- New Zealand
dc.subject.lcshBlended learning -- New Zealand
dc.subject.lcshMaori (New Zealand people) -- Colonization
dc.subject.lcshAcademic achievement -- New Zealand
dc.subject.maoriMātauranga
dc.subject.maoriTikanga-rua
dc.subject.maoriKāwanatanga
dc.subject.maoriTaipūwhenuatanga
dc.titleChanging hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning
dc.typeThesis
pubs.place-of-publicationHamilton, New Zealanden_NZ
thesis.degree.grantorThe University of Waikato
thesis.degree.levelMasters
thesis.degree.nameMaster of Education (MEd)
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