Educationally Powerful Connections video kete

Manutaki Māori

  • Key Content

    Manutaki Kim Rogers describes her role at Kerikeri High School as providing pastoral care and academic counselling to Māori students, in order to support an holistic approach towards Māori student achievement. The role is based on Professor Sir Mason Durie’s Whare Tapa Wha health model (taha tinana, taha wairua, taha whānau and taha hinengaro).

    Kim suggests that Māori students need more than a focus on intellectual or academic development. Making authentic connections for Māori students to their physical, cognitive, whānau and spiritual well-being, in ways that link the past, present and future sees Kim’s role as an important point of contact between the school, individual students and their whānau.

  • Things to Think About

    Conversation framework for those new to Kia Eke Panuku:

    1. In creating the Manutaki role, what are some of the challenges (e.g. structural and/or pedagogical challenges) that Kerikeri High School is attempting to address?
    2. What connections can you make between the Manutaki role and equivalent roles in your school?
    3. How do your own learning expectations of Maōri students’ compare with those of this Manutaki? What evidence can you refer to that demonstrate these expectations?

    Conversation Framework for Kia Eke Panuku schools:

    1. Manutaki, Kim Rogers talks about an holistic approach to Māori student achievement by developing relationships with students and their whānau based on Durie’s Whare Tapa Wha health model. Discuss the different elements of this model as you heard them in Kim’s theorising. What else do you know about this model?
    2. What connections can you make between this health model and your education practice with culturally responsive and relational pedagogy?
    3. What impact has Kia Eke Panuku had on the relationships and interactions that you are developing with rangatahi Māori and their whānau? How do you continue to challenge your own beliefs and those of others, to ensure that Māori students’ success is about more than just about academic outcomes?

    Conversation Framework for Kia Eke Panuku Strategic Change Leadership teams:

    1. Critical theories require us to consider ways to disrupt theorising and practices that perpetuate inequity. In Kia Eke Panuku, the Ako: Critical Cycle of Learning involves engaging in a process of learning, unlearning and re-learning. As a group, what are some of the strategic, structural and/or pedagogical issues that the video clip opens up for you?
    2. Kim talked about the weight of the role in helping students to identify barriers and ways to resolve them. Discuss the changes you are developing in your own practices and across your school context in order to identify and respond agentically to challenges faced by Māori students.
    3. As a member of the Strategic Change Leadership team, what are the opportunities for spreading the practices of the Manutaki role beyond the designated role of one staff member? What else might you consider doing to challenge beliefs and practices that prevent Māori learners from realising their academic, social and cultural potential?