TEEDU201-22B (HAM)
Te Hononga Tangata Cultural Dimensions of Education
15 Points
Staff
Convenor(s)
Joshua Wetere
joshua.wetere@waikato.ac.nz
|
Kimai Tocker
9113
TW.G.08
kimai.tocker@waikato.ac.nz
|
Lecturer(s)
Casey Rudkin
TW.G.09
casey.rudkin@waikato.ac.nz
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Katarina Edmonds
6655
TW.G.11
katarina.edmonds@waikato.ac.nz
|
Kimai Tocker
9113
TW.G.08
kimai.tocker@waikato.ac.nz
|
Administrator(s)
Librarian(s)
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Paper Description
Ko te uara o tēnei pepa ko te whakawhanake i te hiranga me te hōhonutanga o ngā pūkenga whitiwhiti tuakiri i roto i ngā horopaki rerenga kē ahurea, horopaki mātauranga hoki. He mea whakaute te whakahaere ahurea tōtika; otirā, i te tuatahi me mōhio tonu te tangata ki tōna anō tūnga ahurea. Ko te pūmau ki te tikanga ruatanga ki te iwi taketake, te iwi Māori te tūāpapa o Aotearoa New Zealand. Ko te reo Māori te pūtake o te tikanga ruatanga.
This paper aims to develop awareness of the importance and complexity of effective, personal communicative competency in culturally diverse, intentionally educational contexts. Working in culturally appropriate ways requires respect; but first it calls upon the individual to recognise their own cultural positioning. Aotearoa New Zealand was founded on the basis of a bicultural commitment to partnership with the Indigenous people, Māori. Thus, this paper will begin with a discussion of Te Tiriti o Waitangi/The Treaty of Waitangi and its implications for both sides. Students will be required to learn and understand elements of Mātauranga Māori, including te reo and tikanga Māori, recognising that some will already have relevant skills and understandings. The notions of kaupapa Māori and Indigeneity will be discussed in relation to students' own cultural identities. The aim of this paper is to prepare students to recognise local and global cultural diversity and to work in culturally appropriate ways with diverse others in contexts where educational outcomes are sought. This competency is well recognised globally as an essential attribute of a global citizen, and in educational contexts.
Paper Structure
The paper is taught across 12 weeks and comprises of weekly lectures and weekly face to face tutorials.
The lectures will be delivered online and made available for viewing from midday Monday. The expectation is that the lectures are viewed before the scheduled tutorials.
Please see the timetable below for tutorial times.
Learning Outcomes
Students who successfully complete the paper should be able to:
Assessment
All assignments must be handed in order to be eligible to pass the paper. Please take the opportunity to ask questions about assessment tasks in tutorial briefings. If you need additional help with assignments, please contact the Learner Facilitator, Student Support and Studiosity
Assessment Components
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.
Required and Recommended Readings
Required Readings
The required readings for the paper are available on Talis. This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.
Recommended Readings
See reading list for this paper.
Online Support
This paper is supported by an online Moodle site. Notices and lecture guides will be distributed through this site, and all written assignments must be submitted through the site. Each week the site will be updated with information about the week’s lectures and any supplementary readings. You should check the class Moodle site on a regular basis.
Workload
This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 24 hours of face to face classes across the semester, and 12 hours online learning. The remaining hours, accumulated at different times across the whole semester, are to be used for completing readings, preparing for class and assignments.
Linkages to Other Papers
Prerequisite(s)
Prerequisite papers: TEACH101
Restriction(s)
Restricted papers: EDUCA200