Kura Kaupapa Māori

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Te Kura Kaupapa Maori o Nga Mokopuna

Kura Kaupapa Māori are Māori-speaking immersion schools ( Kura for short ) in New Zealand that reflect the Māori cultural values ​​in their conception and practice .

They aim to revive the language, knowledge and culture of the Māori. The term Kaupapa Māori is used by the Māori to refer to any plan of action drawn up by Māori that addresses the Māori aspirations, principles and values.

history

As early as the beginning of the 20th century, the government created schools for Māori, which, after positive experiences in Whatuwhiwhi, were also filled with Māori as headmistress. Here, however, the aim was to convey European values ​​to the local population, not to promote their own language and culture, so they cannot be regarded as the predecessors of the Kura.

The Kura Kaupapa Māori schools were established as a result of a report from 1971. In it, Richard Benton reported that the Māori language was in a critical state near extinction. In the 1980s, the Māori communities "were so affected by the loss of Māori language, knowledge and culture that they took matters into their own hands and created their own educational institutions of preschool, elementary school, secondary schools and higher education institutions." G Smith 2003: 6-7)

The establishment of Kohanga Reo , Māori-speaking preschool institutions, sparked a number of educational initiatives by Māori. Initially, these were outside the state education system. The need for Mori-language elementary schools arose because parents feared that their children would quickly forget their language skills when transitioning from Kohanga Reo to (English-speaking) elementary schools. The Kura Kaupapa Māori are seen as part of a series of efforts by the Māori to strengthen their language, confirm their cultural identity and encourage communities to participate. (G Smith 2003: 8-11).

The Te Kura Kaupapa Māori o Hoani Waititi in Henderson in West Auckland is generally considered to be the first Kura Kaupapa Māori . It was founded in 1985.

In 1987 a working group was formed to investigate an alternative school model that would better serve the aspirations of the Māori communities in New Zealand. This group consisted of Katerina Mataira, Pita Sharples , Graham Smith, Linda Smith, Cathy Dewes, Tuki Nepe, Rahera Shortland, Pen Bird and Toni Waho. The group adopted the manual Te Aho Matua, described later, with basic principles for operating a Kura Kaupapa Māori .

The Kura Kaupapa Māori were slow to gain a foothold. It took five years to get government funding for the first Kura Kaupapa Māori . From 1985 to 1995 almost all Kura initially had to find accommodation where the children could be accommodated for little or no rent. Parents raised funds to fund the Kura until the government officially recognized and funded the school.

The Kura therefore celebrate two, sometimes three anniversaries: the date of foundation, the date on which the school was officially recognized and the move into permanent school buildings. The Te Kura Kaupapa Māori o Te Kotuku in Te Atatu , Auckland example, was founded by parents in 1993 and 2002 recognized as a state school.

legislation

In 1987, one of the recommendations of Picot's Tomorrow's Schools report was a major reform of New Zealand's school system. This also included a recommendation to the government that the Māori should be enabled to set up and run their own schools. Therefore, the Education Act of 1989 was expanded to include Section 155, which instructs the Minister of Education to officially advertise these state schools in the New Zealand Gazette as a Kura Kaupapa Māori . This appendix became law on July 16, 1999 with the (Te Aho Matua) Amendment Act.

Despite this addition to the law, many Kura communities were dissatisfied, as the addition did not adequately define and legally protect the unique character of the Kura.

At the suggestion of Te Runanga Nui , the Minister of Māori Affairs and Associate Minister of Education , Tau Henare, ensured that a further appendix with the principles of Te Aho Matua also became normative.

The Te Aho Matua Amendment made it compulsory that the Kura Kaupapa Māori follow the principles of Te Aho Matua . He recognized Te Runanga Nui o nga Kura Kaupapa Māori as the kaitiaki (guards, carers and architects) as the most appropriate body to determine the content of the Te Aho Matua and to ensure that it was not changed to the detriment of the Māori.

According to Graham Smith, this charter is intended to "provide guidelines for excellence in Māori, that is, what a good Māori education should include. It also recognizes the Pākehā (Europeans) culture and skills required of Māori children to be fully and to participate in modern New Zealand society at every level "(freely translated from: G Smith 2003: 10).

The guiding principles "Te Aho Matua" (roughly: "the red thread")

The Te Aho Matua o nga Kura Kaupapa Māori , written in the Māori language, are the basic principles that the Kura Kaupapa Māori must adhere to. They are based on Māori values, beliefs and customs. On January 21, 2008, they were published in the New Zealand Gazette along with an explanation in English by Parekura Horomia .

When the When Te Aho Matua was put into the parliamentary legislative process, another English explanation was prepared by Katerina Mataira.

Te Aho Matua has six sections:

  1. Te Ira Tangata (the nature of man), defines the nature of the child as a human being with spiritual, physical and emotional needs
  2. Te Reo (language), discusses the rules of language and how schools can best promote the language development of their children.
  3. Ngā Iwi (the people), focused on the social institutions that influence the development of the child, in short all people with whom they interact when they are in the process of finding meaning and a place in the world
  4. Te Ao (the world), deals with the world that surrounds children and the fundamental truths that affect their lives
  5. Ahuatanga Ako (learning conditions), defines every aspect of learning that the whānau considers important for the children and the requirements of the national curriculum
  6. Ngā Tino Uaratanga ( Core Values), focused on the benefits that the children should have from the 'Kura Kaupapa Māori' and the qualities they should develop in the children.

Te Runanga Nui (National Corporation)

In 1993, Uru Gardiner , headmaster of Te Kura Kaupapa Māori o Te Ati Hau Nui A Paparangi asked important architects of the Kura Kaupapa Māori movement to visit Wanganui. Her kura whanau (parents and extended family of the school community) sought advice on founding a kura. When the Māori communities in New Zealand heard of this meeting, they asked if they could attend. As a result, an organization called Te Runanga Nui o Nga Kura Kaupapa Maori o Aotearoa (commonly known as Te Runanga Nui ) was founded in 1993 in Kawhaiki marae on the Whanganui River . At the meeting, Pita Sharples became the founding president of the organization.

Te Runanga Nui is the national body of the Kura Kaupapa Māori Te Aho Matua communities. The Society usually holds an annual general meeting at rotating locations in New Zealand on the last weekend in March. Most of these take place in the Māori language. The purpose of the organization is to support the Kura Kaupapa Māori whanau (extended families) in implementing their wishes for schooling for their children. She engages in discussions and negotiations with the government, the Ministry of Education, the Education Review Office (which evaluates the educational institutions) and other organizations that have an influence on the Kura Kaupapa Māori .

The organization is divided into ten geographical regions and the individual Kura are each assigned to one of these regions. These nine geographic regions of Te Runanga Nui are Te Hiku (Northland), Tāmaki-makau-rau (Auckland), Tainui (Waikato), Mataatua (Bay of Plenty), Te Puku (Central North Island), Tai-rāwhiti (East Coast), Taranaki, Te Ati Hau Nui A Paparangi (South Taranaki), Te Upoko o te Ika (Wellington) and Te Waka (South Island).

At the annual general assembly, each region elects a mangai (representative) who is a member of the Te Runanga Whaiti (executive committee). Two densely populated regions, Tamaki Makaurau (Auckland) and Te Upoko o te Ika (Wellington) have two representatives. The Te Runanga Whaiti meets several times a year, usually in Auckland to different affairs of the Kura Kaupapa Māori to discuss.

The organization elects a tumuaki (president) at the annual general meeting . Former tumuaki (presidents or chairmen) of Te Runanga Nui were: Pita Sharples; Bert McLean, Cathy Dewes, Arni Wainui and Hohepa Campbell. The current tumuaki is Hone Mutu.

The organization also has a small secretariat. The current kaitakawaenga (coordinator) is Arapine Walker, he is supported by the Te Tari Tautoko (support team).

Types of Kura Kaupapa Māori

All Kura Kaupapa Māori are co-educational and part of New Zealand's state education system, which implements compulsory schooling. Different types of schools emerged largely due to different ways the Ministry of Education could finance and staff them.

The pre-school facilities, Kohanga Reo and universities and technical institutes or Whare Wananga are not part of the compulsory education.

Kura Tuatahi (primary schools)

There are three types of primary schools in New Zealand : full primary, contributing primary, and restricted primary. Full primary schools teach the children from the first to the 8th grade, contributing primary schools from the 7th to 8th grade . and restricted primary schools either from 1 to 6 or from 7th to 8th school year. Only children who turn 5 in the current year can be admitted to these schools. The age of the children is between 5 and 13 years. Most children enter the kura tuatahi after the age of five , after having completed the kohanga reo (Māori-speaking preschool institution).

Kura Arongatahi (Composite schools)

Almost all kura started out as full primary schools . The kura arongatahi teach from the 1st to the 15th school year. The children are 5 to 18 years old, although in New Zealand schooling is only compulsory until the age of 16. 11th to 13th grade students complete the NCEA ( National Certificate of Educational Achievement ).

Before a composite school can award the NCEA, however, the school must be accredited by the New Zealand Qualifications Authority (NZQA). A kura can only become a composite school if the Minister of Education approves the reclassification. This process can take several years, but usually at least 2 years.

The funding and staffing of this kura differs from that of primary schools. In 2008 there were 15 Kura Kaupapa Maori Te Aho Matua - composite schools in New Zealand.

A composite school in New Zealand can also be classified as an area school . Sometimes the Minister of Education does not approve of reclassification to full composite school , but only appoints it to restricted composite school . This usually allows teaching from 1st to 10th grade. A restricted composite school can later be made a full composite school .

Wharekura (Secondary schools)

A wharekura is a school for the 9th to 15th grade and is always a composite school . Not all schools change their name when they achieve this status, so that it is not necessarily recognizable from the school name.

Kura Tuakana (mentoring schools)

Before 2001, some elementary and secondary schools became so-called Kura Tuakana or Mentoring Schools by establishing a Kura Teina or Mentored School , another non-government-funded Maori school community. This was used by the Kura Kaupapa Maori movement as a means to increase the number of Kura in New Zealand without the approval of the Ministry of Education, which is otherwise required for new schools. The position as branch institutions allowed the Kura Tuakana to use resources and personnel for the Kura Teina.

In 2001 the Ministry of Education negotiated a formal process with Te Runanga Nui to establish a new Kura. The Kura now have to undergo an application process. If the Minister of Education approves the application, a Kura Tuakana will be appointed to support and guide the applicant. Only selected Kura can now become a Kura Tuakana . They must be able to demonstrate their ability to lead a kura teina .

Kura Teina (mentored schools)

Kura Teina are school communities that have applied to the Ministry of Education for the status of an independent primary school. The kura teina is attended by children either in school years 1 to 8 as in elementary schools or 9 to 15 as in wharekura , sometimes both age groups. Te wharekura o Manurewa in Auckland is the only Kura that did not originate from a primary school. She is a satellite of the Te Kura Kaupapa Maori a raw o Mangere in Mangere in Auckland.

School organization

Line forms

Each Kura Kaupapa Māori established in accordance with the Education Act and has a governing body. Kura have a Board of Trustees to which five parent representatives are elected and which will be announced when the school is officially opened in the New Zealand Gazette . The school principal and an elected staff representative are also members of the management. In many Kura, however, all parents jointly form the governing body. Graha Smiths says that a basic principle of the Kaupapa Māori is the involvement of all parents ( whanau ). This requires that all parents actively participate in all levels of school operations. Kura, who follow the model of leadership by the Whanau , do not support the model of a leadership body with a few selected representatives.

Like other government-funded schools, the governing body must develop school rules, a strategic plan, and an annual plan. In addition, regulations are created to support whanau and the school management in their daily school work.

Personnel and Financing

The school staff is financed by the state. The number of teachers depends on the number of students. The number of teachers and other staff is recalculated twice a year on March 1st and July 1st for all New Zealand schools.

The Kura Kaupapa Māori receive additional funds to enable immersion in the Maori language. A rating system for the degree of immersion serves as the basis for calculation. Kura are on level 1 . This means that the teaching language of the teachers in the classes is 81% to 100% Te Reo Maori . However, it is customary for teachers to communicate with their children in Māori only. Full-time teachers at level 1 are paid a salary supplement (MITA - Māori Immersion Teacher Allowance).

School days and opening times

Kura Kaupapa Māori must be open for a number of school days as determined by Ministry of Education policy. Primary schools usually open from 9 a.m. to 3 p.m. on these days, but the times can be adjusted. Composite Kura Kaupapa Māori have to be open longer during the day, as they teach fewer days a year than primary schools. The times here vary depending on the school.

English language

Usually, no English is spoken on the grounds of a Kura outside of a designated area. Some primary schools teach English. All composite schools teach English in the 9th to 15th grade.

Classes

Because of the small number of pupils, several years are often taught together in one class, often the 1st and 2nd, 3rd to 5th and 6th to 8th school years are combined. The Kura can organize the division of classes flexibly. Most Kura have one classroom and one teacher per class; two schools, on the other hand, follow the concept of a large teaching area in which many years are taught by several teachers together.

Karakia (prayer)

Karakia is a central component of the Kura and for the mental well-being of the Māori. Meetings begin with a prayer. The children begin and end class with a Karakia with their Kaiako. On special occasions or when new schools are opened, the kaumatua (elders) of the community perform a special karakia. The children are taught to honor and practice the Karakia. Both Christian prayers and Karakia based on the Māori beliefs are practiced at the Kura.

curriculum

Te Aho Matua calls for a holistic curriculum. A strategic plan of the Kura defines the strategic direction that the Whanau (parents; headmistress, teacher) provides for the learning of children. The curricula are themed and include Māori cultural perspectives, they honor Māori customs and traditions and value their knowledge.

schools

literature

  • Smith, Graham H .: Kaupapa Maori Theory: Theorizing Indigenous Transformation of Education & Schooling (PDF; 44 kB) In: Kaupapa Maori Symposium: NZARE / AARE Joint Conference . Australian Association for Research in Education. 2003. Retrieved May 25, 2008.
  • New Zealand. Department of Education: Administering for excellence: effective administration in education (Picot Report) . Wellington: Government Printer, 1988.
  • Te Runanga Nui o Nga Kura Kaupapa Maori o Aotearoa: Including Te Aho Matua into s155 of the Education Act 1989. A Submission to the Associate Minister of Education . Te Runanga Nui o Nga Kura Kaupapa Maori o Aotearoa, 1998.

Web links

Individual evidence

  1. ^ Royal, Charles: Methodology . In: Rangahau . Te Whare Wānanga o Awānuirangi, Ngā Pae o te Māramatanga and Māori and Indigenous Research Institute (IRI) The University of Auckland, (Retrieved May 25, 2008).
  2. ^ A b Te Runanga Nui o nga Kura Kaupapa Māori o Aotearoa - Including Te Aho Matua into s155 of the Education Act, 1989. A petition to the Associate Minister of Education, September 29, 1998
  3. ^ A b Robyn Baker : Parental and community involvement in schools - opportunities and challenges for school change . New Zealand Council for Educational Research , February 2002, archived from the original on February 10, 2012 ; accessed on January 17, 2016 (English, original website no longer available).
  4. ^ Education Amendment Bill - In Committee "Parliament Hansard Volume: 630; Page: 2630 - Dr Pita Sharples" May 2, 2006.
  5. ↑ Hon Tau Henare . New Zealand Parliament , September 22, 2014, accessed January 17, 2016 .
  6. ^ "Parliamentary Counsel Office, Section 155, Education Act 1989" June 6, 2008.
  7. ^ "Education (Te Aho Matua) Amendment Act, 1999" June 6, 2008.
  8. ↑ "Official version of Te Aho Matua o nga Kura Kaupapa Māori and English explanation" (PDF; 111 kB) June 6, 2008.
  9. ^ New framework for reviewing Te Aho Matua kura kauapapa Māori . Beehive - New Zealand Government , February 23, 2008, accessed April 25, 2019 .
  10. ↑ Kua whakapakaritia ake te akoranga o Te Reo Mäori i roto i Te Taitokerau . Beehive - New Zealand Government , August 26, 2005, accessed April 25, 2019 (Maori).