Tag Archives: kura kaupapa Māori

Katerina Mataira, moe mai ra

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Dame Katerina Te Heikoko Mataira has died. Dame Katerina’s contribution to the survival of te reo Māori was enormous. She was one of the driving forces behind the renewal of the reo following generations during which its use in the education system was officially punished, causing matua and kaumatua to become reluctant to teach it to their tamariki mokopuna. She did this largely by what are essentially traditional methods; by promulgating the Te Ataarangi immersion-teaching method. Most simply and perhaps most crucially, she used the reo, illustrating that it is a living language, coining terms in reo which previously existed only as loanwords or bare transliterations; the most famous is probably ‘rorohiko’ (literally ‘lightning brain’; computer). She was also one of few authors to write prose novels in te reo, among her other works.

Her passing made me think of what is probably the greatest recent achievement of Māori — the Kōhanga Reo and Kura Kaupapa Māori immersion schooling systems, which have probably done more for Māori cultural wellbeing than any other set of initiatives. Beyond a simple mode of communication, a language represents a store of knowledge which cannot be losslessly translated; it has encoded within it māori (in the pre-Williams sense of ‘normal’ or ‘ordinary’ rather than referring to a race) cultural and historical meaning; and its use enables its users to tap into that baseline culture, granting them access to a resource they cannot find elsewhere. Sir James Henare described te reo as “the core of our Māori culture and mana” and asked, “if the language dies, as some predict, what do we have left to us?” and further, “the language is like a cloak which clothes, envelopes, and adorns the myriad of one’s thoughts.” Sir Mason Durie, who quoted Henare, also argues that the struggle for te reo “typifies Māori determination to assert a positive cultural identity in a contemporary world” (in Te Mana, Te Kawanatanga, p59). Many others have described the importance of te reo to Māori; these are just examples close to hand.

Dame Katerina’s death brought kōhanga and kura to my mind not only for these reasons, but because they are exemplars of effective public policy delivered through and mostly by the communities they target. They are what, if we are very fortunate and work very hard, Whānau Ora could be like. Looking at their success and looking at the potential for similar achievements in other fields, it is disappointing that the left so dogmatically opposes more initiatives along these lines, deriding them as “privatisation of welfare”, or as “pork and puha politics for Tariana’s mates” before they’ve even gotten started.

L

Incoherence about national education standards

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There’s incoherence in the government’s rollout of the new national educational standards regime which goes beyond the unreasonable use of statistics I noted yesterday, and it’s illustrated most crisply in the differing approaches taken to mainstream schools and kura kaupapa Māori. Simply put, standards are being implemented on a trial basis (audio link) in KKM, and without a trial process in mainstream schools. The problem is not about a lack of background: Anne Tolley made this clear last year in response to a Parliamentary question from Te Ururoa Flavell, saying that there existed “a significantly robust research basis from which to develop national standards in kura kaupapa Māori.”

The mainstream education sector — without whose buy-in any such implementation will certainly fail — are understandably furious since their main problem with national standards has not been one of principle so much as a lack of confidence in the details of any regime’s implementation and an understandable desire to have input into a system which will fundamentally change the nature of their work. A substantial part of the reason they are suspicious is because National spent its nine (long) years in opposition taking every possible opportunity to deride the education sector as Labour toadies and teachers as walk-sock-and-cardigan-wearing fat-bottomed do-nothings, and as NZ Principal’s Federation president Ernie Buutveld says in the interview above, the sector’s suspicions have been confirmed: national standards is less about measuring students and more about measuring teachers, with a punitive view to demonising them in the eyes of parents. This is the political motive: driving parents to vote for National rather than for Labour. I suppose the reasoning goes something like, if teachers are well-respected and regarded and generally vote Labour, Labour will be similarly well-respected and regarded amongst parents. Or something like that.

The problem with measuring teachers on the performance of their students, however, (and I speak as a former teacher), is the same as the problem of judging a football team by its fans. A team doesn’t choose its fans, and schools or teachers don’t choose their students. There is only a certain extent to which a given teacher, however inspired or well-meaning, can influence the social, cultural, economic, health and other factors which feed into educational success; even more so when there exists a strictly results-focused teaching culture, rather than an improvement and engagement-focused culture, as there certainly will once standards are bedded in.

This is not to say that KKM should be denied their national standards trial process. But that is what National should be saying, in order to be consistent. Because the stated reason a similar trial has been repeatedly denied the mainstream education sector is urgency — the sense that we must move swiftly and make the changes so that not one more child will be left behind. This sort of incoherence in policy and rhetoric (or, as it is in this case, between policy and rhetoric) always yields flaws which can and should be exploited, and here’s the flaw in this. One of the two following statements is necessarily true:

  • The Government’s justification for rolling out national standards in mainstream schools without a trial period (urgency) is false and misleading, and accordingly the government’s motives in rolling out the trial period are different to their stated motives; or
  • The Government doesn’t care about kura kaupapa Māori students or schools, and doesn’t consider their educational standards a matter of urgency or substantial importance.

So, Anne Tolley and John Key, which is it?

L

Update: Sage wisdom on this topic from Gordon Campbell.