Addressing the inquiry question
How could Leeana go about addressing her inquiry question?
What do you think Leeana should do? What are the risks of challenging Wini? What’s lost if Leeana doesn’t act? What learning opportunities are missed? What might the flow-on impact on students or student achievement be?
Here’s what the case participants think:
Are the roles of tuakana–teina more apparent in particular contexts and settings? Do they apply in this context? If so, who is the teina here?
Here’s what the case participants think:
Perpectives
How is the thinking of Leeana and others causing you to reflect on your own practice?
How do we maintain the mana of one another when there needs to be some “hard talking†about professional matters?
Here’s what the case participants think:
Do we allow ourselves to be paralysed by overconcern for kaupapa MÄori? Can we be too precious? Do we sometimes use tikanga to defend our inaction or as an excuse for our defensiveness?
Here’s what the case participants think:
Engaging with the literature
“Challenging leaders is also a part of the whole leadership thing, and I have often challenged our leaders, but only because I believe that tikanga will tell us who is right and who is wrong. So leadership is a part of who we are as a people.â€
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 Tohunga: Hohepa Kereopa, p. 120
A Literature Review on Kaupapa MÄori and MÄori Education Pedagogy by Pihama et al. (2004) (Web link)
Model I and Model II (pages 136–138)
Inclusiveness (pages 122–124)
How do the comments of the case participants and the thinking of Kaa Williams, John Loughran, and others reinforce or challenge your current understanding and practice?
Has your thinking changed about the practice situation you outlined earlier? If so, why and how?
Reference
Paul Moon (2003). Tohunga: Hohepa Kereopa. Auckland: David Ling Publishing.
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