Articles
Ngā tuhinga
Our facilitators and associates love to write about what they are passionate about! Please browse through our articles – to find a topic you are interested in, select from the category options above the images below.
The challenge of retaining creativity and playfulness in the minds of our mokopuna, in an increasingly AI directed world: Christine Bailey
What is our role as Kaiako as we work with the highs and lows of screen time and the mind blowing advances of AI, as we support creativity and playfulness for our mokopuna? What here will fade alongside whistling...
Culturally relevant assessment – Lesley Rameka
Traditional Māori narratives are part of Māori symbolism, culture and worldviews. Walker (1978) claims that mythology can be likened to a mirror image of culture, reflecting the philosophy, norms and behavioural aspirations of people.
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Kei Tua o te Pae, Assessment for Learning: Bicultural Assessment – Ministry of Education
Te Tiriti o Waitangi is one of the guiding documents for education in Aotearoa New Zealand. It guarantees partnership, protection, and participation to the two signatories. Quality in Action/Te Mahi Whai Hua (1996, page 67) states that management and educators...
Māori Approaches to Assessment – Lesley Rameka
Kaupapa Maori theory serves as the overarching philosophical framework for two interrelated projects discussed in depth in this article: (a) the New Zealand Ministry o f Education funded Kaupapa Maori Learning and Assessment Exemplar Project (KMLAE); and (b) the author's...
Whakapapa: Culturally valid assessment in early childhood – Lesley Rameka
This article illustrates how traditional Māori forms of knowing, such as whakapapa, can provide culturally valid frames for assessment within contemporary Māori early childhood contexts. I discuss work completed for my doctoral thesis (Rameka, 2012), which studied the progress of...
Leadership for all – Learning for all. Lorraine Sands and Wendy Lee
Making this visible by writing Learning Stories that enable children, families and teachers to have a voice.
Leadership for all leads to learning for all. Yet what kind of leadership and what kind of learning?