TEEDU401-22X (HAM)

Te Hononga Pātui ki te Tiriti o Waitangi

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Sharyn Heaton

Sharyn Heaton
7950
TW.G.09
See Moodle
sharyn.heaton@waikato.ac.nz

Lecturer(s)

Casey Rudkin

Casey Rudkin
TW.G.09
See Moodle
casey.rudkin@waikato.ac.nz

Sharyn Heaton

Sharyn Heaton
7950
TW.G.09
See Moodle
sharyn.heaton@waikato.ac.nz

Administrator(s)

: donna.reynolds@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

You can contact staff by:

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Paper Description

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In this paper students develop te reo Māori competencies and deepen their understanding of Te Tiriti o Waitangi partnerships in education. The emphasis is on learning languages in culturally-diverse contexts.
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Paper Structure

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This paper is supported on Moodle in weekly topics. Please note carefully the difference in ECE/Primary and Secondary topic due dates for the last assessment.

Professional requirements

On graduation from an Initial Teacher Education Programme the provider must attest to The Teaching Council of Aotearoa New Zealand | Matatū Aotearoa that you are a person:

·of good character

·are fit to be a teacher

·have met the Standards for the teaching profession.

A student who has not met these criteria based on evidence collected as they engage in paper across the ITE programme cannot graduate. Indicators that you are of good character and fit to teach includes: regular and punctual attendance and positive contribution in class; the ability to relate to peers, children, teachers, and university staff appropriately; and the ability to plan for a safe high-quality teaching and learning environment. At the completion of each paper the lecturer is asked to attest to the Academic Coordinator or Programme Leader that you have displayed the attributes required of an effective teacher.

These expectations reflect the Teachers Council document entitled Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession (Code of Professional Responsibility and Standards.

If there is illness due to COVID then some parts of this paper may shift to online rather than face-to-face.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Analyse the socio-cultural interrelationship between language, culture, and identity.
    Linked to the following assessments:
  • Demonstrate knowledge of the role of mātauranga Māori and indigenous perspectives in education.
    Linked to the following assessments:
  • Engage with theoretical underpinnings and relevant research in first and/or second language acquisition.
    Linked to the following assessments:
  • Evaluate and use a range of second language acquisition pedagogies, methodologies, and resources appropriate to teaching and learning in schools.
    Linked to the following assessments:
  • Demonstrate competency and progression in te reo Māori and tikanga Māori according to Te Aho Arataki Marau mō Te Ako i Te Reo Māori.
    Linked to the following assessments:
  • Apply a working understanding of the requirements of the NZ Teaching Council's Ngā Tikanga Matatika Ngā Paerewa: Our Code Our Standards, Tāitaiako: Cultural competencies for NZ teachers and Tapasā: Cultural competencies for teachers of Pacific learners
    .
    Linked to the following assessments:
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Assessment

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Assignment 1: Critical discussion 30%

Assignment 2: Critical Analysis and Response 30%

Assignment 3: Curation of Evidence Part One and Part Two 40%

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Taumahi 1: Critical discussion
4 Apr 2022
12:00 AM
30
  • Online: Submit through Moodle
✔
2. Taumahi 2: Critical analysis and response
26 Apr 2022
12:00 AM
30
  • Online: Submit through Moodle
✔
3. Taumahi 3: E portfolio Entries - Part One
30 May 2022
12:00 AM
20
  • Online: Submit through Moodle
✔
4. Taumahi 3: Curation of evidence - Part Two
30 May 2022
12:00 AM
20
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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The required readings for the paper are available on the Reading List tab on Moodle in the Admin Section of the moodle site or on the Reading list tab on the library homepage.
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Recommended Readings

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See Reading List for further readings

Amundsen, D. (2018). Decolonisation through reconciliation. The role of Pākehā identity. Mai Journal, 7(2), 139-154.

Bell, A. (2006). Bifurcation or entanglement? Settler identity and biculturalism in Aotearoa New Zealand. Continuum, 20(2), 253-268. https://www-tandfonline-com.exproxy.waikato.ac.nz/doi/abs/10.1080/10304310600641786.

Berryman, M., Egan, M., & Ford, T. (2017). Examining the potential of critical and Kaupapa Māori approaches to leading education reform in New Zealand's English-medium secondary schools. International Journal of Leadership in Education, 20(5), 525-538.

Berryman, M., SooHoo, S., Nevin, A., Ford, T., Nodelman, D., Valenzuela, N., & Wilson, A. (2013). Culturally responsive methodologies at work in education settings. International Journal for Researcher Development, 4(2), 102-116.

Bishop, R., & Glynn, T. (2000). Kaupapa Māori messages for the mainstream. SET: Research Information for Teachers, 1, 4-7.

Brandl, K. (2008). Communicative language teaching in action. Putting principles to work. London, UK: Pearson.

Brown, H.D. (2007). Principles of language learning and teaching (5th ed.). London, UK: Pearson.

East, M. (2012). 'Task-based language teaching from the teachers' perspective: Insights from New Zealand'. Task-based Language Teaching: Issues, Research and Practice Series. Amsterdam, The Netherlands: John Benjamins.

Ellis, R. (2005). Instructed second language acquisition: A literature review. Wellington, New Zealand: Ministry of Education.

Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. New York, NY: Routledge.

Mutu, M. (2003). The humpty dumpty principle at work: The role of mistranslation in the British settlement of Aotearoa, the Declaration of Independence and He Whakaputanga o te Rangatiratanga o ngā Hapu o Nu Tireni. In S. Fenton (Ed.), For better or worse: Translation as a tool for change in the South Pacific (pp. 11-36). Manchester, UK: St Jerome Publishing.

Newton, J., Yates, E., Shearn, S., & Nowitzki, W. (2010). Intercultural communicative language teaching: Implications for effective teaching and learning. Wellington, New Zealand: Ministry of Education.

Pachler, N., Evans, M., Redondo, A., & Fisher, L. (2014). Learning to teach modern foreign languages in the secondary school. A companion to school experience (4th ed.). New York, NY: Routledge.

Royal, T.A.C. (2012). Politics and knowledge: Kaupapa Māori and matauranga Māori. New Zealand Journal of Educational Studies, 47(2), 30.

Tawhai, V.M.H. (2016). Indigenous peoples and indigeneity. In A. Peterson, R. Hattam, M. Zembylas & J. Arthur (Eds.), The Palgrave international handbook of education for citizenship and social justice. London, UK: Palgrave Macmillan. https://link-springer-com.ezproxy.waikato.ac.nz/content/pdf/10.1057%2F978-1-137-51507-0_5.pdf

Wilson, K. (2017). The Treaty of Waitangi: Preparing beginning teachers to meet the expectations of the new professional standards. Waikato Journal of Education, 8(1).

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Online Support

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Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however, you will need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

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Workload

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Workload for this 15-point paper is 150 hours during the trimester. Contact time is expected to be 3 hours per week with the remainder of workload hours expected to be spent in independent study, which may include: working through the text Māori made easy, reading and responding to course-related materials, course-related independent research and reading, and preparing assignments.
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Linkages to Other Papers

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This paper builds on TEEDU400 and connects for the ECE stream with TEACH400, TEACH401 and TEPRO400; for the primary stream with TEACH410, TEACH411 and TEPRO410; and for the secondary stream, it connects with TEACH420, TEACH421 and TEPRO420.
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Prerequisite(s)

Prerequisite papers: TEEDU400

Corequisite(s)

Equivalent(s)

Restriction(s)

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