Ko wai ahau?

 

Ko wai ahau?


Kia ora koutou

Ko Kahurānaki te maunga whakamarumaru i a au

Ko Ngaruroro te awa whakaora i a au

Ko Ngāti Kahungunu te mana whenua

Ka mihi ahau ki a rātau

Nō Heretaunga ahau

Ko Alistair rāua ko Fiona Bowes aku mātua

Ko Shaan Corbett taku hoa rangatira

Ko Parker, Ko Sophie rātau ko Cooper ā māua tamariki

Ko Jennie Corbett taku ingoa

Nō reira, tēnā koutou tēnā koutou tēnā koutou katoa


Kia ora everyone, I live in Te Matau-a-Māui (Hawkes Bay) and after being born here I moved to Tamaki Makaurau (Auckland) for all of my primary and secondary schooling. After finishing high school I trained as a teacher at Massey in the Manawatū and taught in primary schools here in Hawkes Bay with a few years teaching in London, UK while on my big O.E. My husband and I have three children who are 18, 16 and 11. Our 18 and 16 year old daughters are both completing their NCEA Level 2 this year – one at a local high school and one through Te Aho o Te Kura Pounamu. Our 11 year old son attends a local intermediate. After 25 years of teaching in primary schools, I recently started lecturing at EIT in their Bachelor of Teaching (Primary) degree.

From a very early age I wanted to be a teacher. I was lucky to have a very positive experience at school and looked up to many of my teachers throughout the years. In particular were the teachers I had in Year 6 and Year 8 who were kind, nurturing and compassionate – all traits that I want/wanted to be as an educator. What I remember most was the relationships that I had, how they made me feel and that I was important to them.

To me transformative education is a space where educators have a deep understanding of their ākonga, their whakapapa and their cultural identity, whatever their culture is. We have a unique context in Aotearoa and education should reflect that, alongside evidence-based practice. I look forward to deepening my understanding through this course.

As a lecturer of students who are on the pathway to becoming the next round of educators, my expectations of this course are to fill my own kete of knowledge so that I can also pass that knowledge on.

Comments

Post a Comment

Popular posts from this blog

Week 1 - Identity

  Narrative identity as described by McAdams (2011), is the internal sense of self that makes sense of your life, justifies who you are and where you might be going. It is shaped by the encounters and events throughout your life and can change over time dependent on those. Changes in narrative identity occur naturally through developmental phases as we age or through specific events. Early drafts of personal identity are more mythical or can be grandiose but get grounded in reality as people reach adulthood. During later life narrative identity takes on a softer glow as life stories become more general with less emphasis on specific events (McAdams, 2011) Negative experiences can sometimes lead to a redemptive change of narrative where people go through a process of altering their own narrative identity after a period of atonement or recovery. While narrative identity is an internal discourse it can also be affected by social elements leading to a performance of narrative identity ...
Read more

Week 11 - Mātauranga Māori and Indigenous Knowledge Systems

Building on from last week's mahi, I was particularly struck by the explanations around Mātauranga Māori existing in the past, present and future. This to me was a key way to highlight the ongoing relevance and importance of this knowledge system and how to effectively incorporate it into teaching and learning. Science Hub (2023) explained this as the knowledge from the past being used today and into the future. The knowledge system is continually being adapted to new contexts, scenarios and problems to allow for new discoveries and innovative ideas and practices (Varghese & Crawford, 2021, as cited in Science Hub, 2023). Knowledge passed down through generations and interpreted in different ways according to how you want to apply it (Science Hub, 2019), changing over time.  Incorporating Mātauranga Māori into teaching and learning requires the understanding that it is a completely separate system to others and that while differing knowledge systems may compliment each other, t...
Read more

Week 12 - Assignment 2: Ka Mua Ka Muri

Ka Mua Ka Muri   Ka mua, ka muri: walking into the future by looking back. To truly transform education in a neo-colonial settler society, there must be a clear understanding that the “past, present and future co-exist and are inherently tethered through ancestry and action” (Gray, 2024, para. 2). It requires the ability to look to the past to inform the future. Transformation requires the conscientisation of the entire population, not just the indigenous population, with a critical reflection of how identity shapes and steers individuals and society. A comprehensive understanding of the indigenous culture of Aotearoa and recognising the similarities and differences between euro-centric and indigenous knowledge systems. An honourable engagement with Te Tiriti and what promises that provided for Māori. There is a need to recognise the power that policy and legislation hold and how education can be seen as a possible change agent. I will discuss the themes and key concepts of t...
Read more