Considering how Māori education has evolved in NZ since colonisation – and how Ka Hikitia: Managing for success can support Māori education now – Jan Mills identifies key focus points around which change can be made. One such key area of focus for change that Mills identifies is: “Whānau Tangata – Meaningful links between the values and culture of children’s homes and the centre” (p.30). With regards to this focus, she writes the following:
“Acknowledgement that affirming Māori children’s identity as Māori is key to their learning involves ongoing consultation with Māori children’s whānau, hapū and iwi to uphold the connections Māori children have with their whakapapa (genealogy) and the knowledge and skills associated with it. The concept of whakapapa is foundational to Māori pedagogy and children understand where they come from through learning about Te Ao Māori: their history; genealogy; legends; songs; obligations; and responsibilities. Tiriti-based practice that aligns with Te Whāriki requirements and Ka Hikitia expectations, will see teachers caring for children’s and parents’ spiritual wellbeing and identity through active engagement with Te Ao Māori concepts, such as karakia, waiata and whakataukī (traditional sayings, proverbs) and observing Māori celebrations, such as Matariki (Education Review Office, 2010; Ka’ai, 2004; Pere, 1997; Ritchie & Rau, 2008; Ritchie & Rau, 2010).” (p.30)
Ref: (italics in original; emphases in blue bold mine) Jan Mills (2012) ‘Ka Hikitea’ and e.c.e.: Reviewing for Te Ao Māori. Early Education 52, Spring/Summer pp.27-31 http://www.aut.ac.nz/__data/assets/pdf_file/0005/393836/EE52_web.pdf
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