8 Outcome 2.1 Maori concepts

Description uses Maori concepts to create a framework for adult literacy and numeracy in relation to an education or training programme.

I interpret the above as an invitation to create a framework - one that addresses adult literacy and numeracy and that suggests how that might be houses within and education programme.

We are presented, in the unit standard with a number of Maori words pertaining to traditional Maori educational instruction.

here's an invitation to use Maori concepts to improve our literacy and numeracy. That is, don't get lost in the jargon. This is a much deeper issue. Include link to youtube]

Kevin Matherest: You are letting yourself be brainwashed and indoctrinated! Just say NO to learning TeReo. Wake up the language is being used to force tribal separatism in NZ .You are not Maori bro most of your genetics is European do not let yourself be indoctrinated in putting Maori culture on a pedestal.There was no such thing as a noble warrior ,instead there was slavery, cannibalism and female infanticide. Maori were not united back in 1840 and today they are still warring with each others tribes. You are being used as a vehicle to force apartheid on our country - ffs wake up your brain! Colonialism had its faults for sure but what is happening right now is the advance of radical tribalist separatism which is an absolute evil for both Maori and Pakeha. Tribalism does NOT work and will destroy our beautiful country , you should understand that many Maori radicals are endorsing their own self destruction as well as everyone elses.

• • Here's where I collect the Maori terminology associated with this work. Those italicized fall within the range.
• • I'm interested in concepts, not so much words. Whereas the actual concepts in this unit standard are easily understood, the plethora of words (2600 of them) used to describe it is a different matter! 
• • Words are inexact; they are not the things that they describe.
• • A word may mean different things to different people.
• • Also, words don't translate exactly from one language to another.
• • The problem is the people don't accept that you may understand a concept unless you are able to describe it in words.

The whole Treaty of Waitangi thing with an over-reliance on words.

We use "the creation of a framework" as permission to do something new.

ako: This seems to refer to the concept that teaching and learning occur together. This implies a two-way process where student and teacher learn from one another. There is greater equality (if that is not an oxymoron to say).greater equality? It also suggests that any starting point needs to takes into consideration the probability that the student has some prior knowledge.

As a teacher, I need to think about selecting topics that level the paying field - or even allow students to pick them. That is, subject material about which the student is interested in and knows something about. Discussion involves to-and-fro questioning, acknowledgement of viewpoint, appreciation of new information and so forth. Teachers should allow student to present his/her knowledge, from which point we build.

kaitiaki

kaitiakitanga: My first 'hit' online gives guardianship, management, or care-giving. Then, in maoridictionarydotcodotnz two instances of its use are given, but no definition. In environmentguidedotorgdotnz I find: "legal definitions do not fully express what kaitiakitanga is about, and that any attempt to define it in anything other than te reo Māori will always be insufficient". 

Thereafter the same site states that there are many elements to it. Twelve are listed. Each point is explained using up to half a dozen different Maori words. 

The working definition that I arrive at is that kaitiakitanga refers to carefully selecting both the resources and the environment (with respect to learning style etc) in which learning best takes place. 

As a teacher, as well as selecting the subject matter/content about which student has prior knowledge (see ako above) I would think about student seating, orientation, location and positioning with respect to the classroom. I'd allow for a variety of ways and means for students to express their knowledge so as to take an active role in their learning.

korero

mana ao turoa

mana atua

mana reo

mana tangata

mana whenua

tikanga

tino rangatiratanga

titiro

tuakana-teina

whakapapa

whakarongo

whanaungatanga

"To create the framework - THAT is the aim of this L.O."

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