Secondary Futures – Māori Perspectives:

EPITAPH for secondary education:

• You forgot the ‘mātau’ in matauranga
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TIMESHIFT cards:
• Fuel>Hybrid>perhaps cars will be battery powered, hovercrafts, space
shuttles, return to more traditional mode of transport perhaps – horse?
Notion of hui getting too big, huge pressures on hosts
• Average age of mothers 26.2>30>women will be leading the way in
education and leading their families, the role of males? Average age of a
son leaving home 16>18>21 – expecting sons will be staying with parents
until they are 36? Implications of this on a family? Kids staying at home
longer?
• Average home size and family size 149m2> 201m2> capsule size whare,
sky scapers, implications for whānau and their opportunity to live together
• Communication party line >telephone shoe phone> pocket sized cellular /
smart phone >microchip implanted in our ears?

IMPACTS on our lives:

1987 – in the last 20 years, 5 impacts on my life are:
• NCEA
• Family / mokopuna
• Kaiarahi reo programme had a huge impact
• Attending college and discovering not all Māori can speak Māori
• 16 years running for the unit at our school and it just surviving – at a stand
still, the strength of some individuals keeping it alive, the parents’
perception that te reo has no place in education, historical influences re:
the value of English, numbers of senior students taking te reo decreasing,
pākeha influence on māori pedagogies
• My school embracing poroporoaki in our kura / tikanga – to an extent
• Having the opportunity to go to university / teachers’ college
• Finishing my degree after 33 years

POSSIBLE cards:
• Learning occurring elsewhere rather than just at school – community
support, hands-on and immersed in practical learning,
• IT dominated learning – using IT more and more, sharing the learning,
learning off each other (video-conferencing), equity issues re: ACCESS,
“Unlimited School / Paenga Tawhiti” in Christchurch, self-directed learning
• Timeslots to use roads – mostly in big cities, infrastructure and public
transport requirements, sociological impacts
• IT overtaking agriculture – industrial revolution comparison, meeting
learners’ needs re: society’s requirements / needs – what about learning
about values? What about Moral purpose? – necessary to integrate into
our teaching and learning programmes
• Transport – expectation that if you need to attend a tangi, that you can,
highly likely this won’t be easily achieved
• Smaller families – parent capabilities / skills
• ICT connections are free – greater access to resources, other implications,
conditions re: programming, software etc, event though connection is free
of charge, there will be hidden costs elsewhere
• 1 in 4 NZers are over 65, retirement age, and 1 in 2 are young, so 1 in 4
are needed to support the rest, implications of youth leaving school to
work, to support whānau

How do these trends impact on my teaching?

What will our learners need to be successful in this changing world?
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Secondary education for Māori in 20 years time:

• Valuing culture
• Commitment to continue Te Ao Māori
• Māori concepts driving success instead of Te Taha Pākeha
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