Community of Practice

1. What is the purpose and function of your practice? In what ways do you contribute to the community of your practice?

I am a new entrant teacher at my first primary school. This school is special to my family as both my younger siblings and I attended. My maternal grandfather’s sister was the first principal. Many of my relatives and extended families of my community were all part or attended this special school. I became passionate about tikanga māori and the māori language during my tertiary university time. When I was offered the opportunity to return and teach I humbly accepted. I accepted to create a collaborative and innovative learning environment while sustaining our iwi customs, policies and beliefs.  Smith (1990) suggests “Mana (power and prestige) of each iwi was dependent on the way in which the knowledge of each group was protected, developed and practiced”. The purpose of my practice is to develop the practice of tribal knowledge customs and language. “To transmit the knowledge by means of ako” (Nepe,1991) through karakia, whakapapa, waiata, whakatauki, pūrākau. The school offers me the setting to create a bubbly colourful classroom equipped with the age appropriate resources.

2. What are the core values that underpin your profession? Evaluate your practice with regard to these values.

Te Aho Matua is a vital philosophical foundation for the unique schooling system of Kura Kaupapa māori. “Te Aho Matua provides a source from which curriculum planning and design can evolve, allowing for diversity while maintaining an integral unity”. (Pere, 1991) Te Aho Matua is an avenue for whanau of the kura to teach disciplines of the curriculum in te reo maori while creating a holistic view of the knowledge and history from which maori descend from. This knowledge will be expressed through whakapapa (ancestral links), waiata (songs), oriori (lullabies), whakatauki (learning proverbs), purakau (local legends) and tikanga (customs). It balances the requirements of the New Zealand Ministry of Education system and the science and theories of maori tupuna ancestors. My practice is based on the principles of te aho matua providing the wellbeing first and foremost to the ākonga. Nepe (1991) suggests “Te Ira Tangata, Te Reo, Nga Iwi, Te Ao, Ahuatanga Ako and Te Tino Uaratanga are connected in a philosophy that comprises a holistic perception of Maori children and their education.” These values are natural when raising and nurturing māori children.

Nepe, T. M. (1991). Te Toi Huarewa Tipuna: Kaupapa Maori, an Educational Intervention System. Department of Education. The University of Auckland, Auckland

Pere, Rangimarie, (1991) Te Wheke: A Celebration of Infinite Wisdom, Ao Ako Global Learning New Zealand, Gisborne

Smith, G. H. (1997). The Development of Kaupapa Maori: Theory and Praxis. Department of Education. The University of Auckland, Auckland.