kaiako can use the hikairo schema for primary several times over, drawing on their previous experiences to inform and to develop new and innovative ways of facilitating culturally sensitive and inclusive learning settings. kaiako can adapt the hikairo schema for primary to fit not only their own needs, but their own pace and level of comfort.
he is a former secondary school reo māori teacher and his research and teaching interests are in culturally responsive teaching in initial teacher education (ite) and in the second-language teaching and learning of te reo māori.jennifer pearl smith (ngāti whātua) is a lecturer in māori education at the university of canterbury. her main research interests are in responsive pedagogy for culturally diverse students and also in the creation of culturally safe and responsive environments for māori teachers in mainstream education environments.angus hikairo macfarlane (ngāti whakāue) is professor of māori research at the university of canterbury. he has pioneered several theoretical frameworks associated with culturally responsive approaches for professionals working across the disciplines.sonja macfarlane (ngāi tahu; ngāti waewae) is a pouhikiahurea (practice and implementation adviser: māori focus) at the ministry of education, and an adjunct associate professor at the university of canterbury.
fundamentally, the hikairo schema is a resource that has been developed to support early childhood education teachers’ practice. the demeanor that hikairo modelled during these encounters is reflective of the style that culturally responsive early childhood education teachers exhibit on a day-to-day basis. it is a powerful example of culture growing out of the past, and functioning in the present. each of these dimension is expanded on now: the hikairo schema is an adaptable and self-paced guide that can support early childhood education teachers to rethink their approaches to engaging tamariki and whānau, to revise their teaching strategies, and to modify some of their approaches to teaching and learning. one way is allocating a timeframe of several weeks for working on each dimension one at a time, so as to take small steps and try new things.
the main thing is to ensure that the approach is at a pace that is doable, comfortable, and enabling for everyone to adjust and respond to challenges and opportunities in the learning environments. the guiding values and metaphors of the hikairo schema come from within a māori worldview, which means that it is effective for use with all tamariki and early childhood education teachers (māori and non-māori). a version of the hikairo schema is currently being developed for the primary school sector, and a further one will be developed for the secondary school sector. email: angus.macfarlane@canterbury.ac.nz sonja macfarlane, phd, is an associate professor at the university of canterbury, aotearoa new zealand, working in psychology, counselling, disability studies, health sciences and education. her teaching and writing interests are in the field of early childhood education, in particular professional practices that are inclusive and culturally responsive.
this adaptable guide invites kaiako to rethink approaches to engaging tamariki, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences. this adaptable guide invites kaiako to rethink approaches to engaging tamariki, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure this adaptable guide invites kaiako to rethink approaches to engaging ākonga, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure this self-paced guide allows kaiako, whanau, and tamariki to collaboratively co-construct goals and outcomes that are relevant to their learning contexts., hikairo schema pdf, hikairo schema pdf, the hikairo schema for secondary, the hikairo schema for primary, hikairo meaning.
this self-paced guide allows kaiako, whanau, and akonga to collaboratively co-construct goals and outcomes that are relevant to their learning contexts. kaiako this adaptable guide invites kaiako to rethink approaches to engaging tamariki, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure the hikairo schema for primary: culturally responsive teaching and learning: rātima, matiu t., smith, jennifer p., macfarlane, angus h.: 9781988542843:, hikairo rationale, te kura tapa whā, roimata macfarlane, nzcer, examples of kotahitanga in ece, tātaiako pdf, ka hikitia.
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