Kura Kaupapa Māori

Kura Kaupapa Māori are māori -language immersion schools (short Kura ) in New Zealand, which are reflected in its conception and practice the cultural values ​​of Māori.

They are aimed at a revival of the language, knowledge and culture of the Māori. The term Kaupapa Māori is used by Māori for each action plan created by Māori, the aspirations, principles and values ​​of Māori has for content.

• 6.1 line forms
• 6.2 Personnel and Finance
• 6.3 School Days and opening times
• 6.4 English Language
• 6.5 classes
• 6.6 Karakia (prayer )
• 6.7 curriculum
• 6.8 schools

History

Already at the beginning of the 20th century were created by the government schools for Māori that were performed after positive experiences in Whatuwhiwhi also occupied by Māori as headmaster. Here, however, the goal was to give the local population European values ​​not to promote their own language and culture, they can not therefore be regarded as predecessors of the Kura.

The Kura Kaupapa Māori schools have been built as a result of a report from the year 1971. It reported Richard Benton, that the language of Māori in a critical state close to extinction is. In the 1980s the Māori communities were " so affected by the loss of language, knowledge and culture of Māori that they took the matter into their own hands and created their own educational institutions with pre-school, primary school, secondary schools and higher education institutions. " ( G Smith 2003:6-7 )

The establishment of Kohanga Reo, māori -speaking pre-school institutions, triggered a series of educational initiatives by Māori. Initially, these were outside the state educational system. The need for māorisprachigen primary schools arose because the parents feared that their children would forget their language skills rapidly during the transition from the Kohanga Reo in the ( English-speaking ) primary schools. Thus, the Kura Kaupapa Māori are only seen part of a series of efforts by the Māori to strengthen their language to confirm their cultural identity and to encourage communities to participate here. (G Smith 2003:8-11 ).

The Te Kura Kaupapa Māori o Hoani Waititi in Henderson in West Auckland is generally regarded as the first Kura Kaupapa Māori. It was founded in 1985.

In 1987, a working group was formed to investigate an alternative school model, which should be the aspirations of Māori communities in New Zealand more effectively. This group consisted of Katerina Mataira, Pita Sharples, Graham Smith, Linda Smith, Cathy Dewes, Tuki Nepe, Rahera Shortland, Pen Bird and Toni Waho. The group gave Te Aho Matua the Guide described later with the basic principles for the operation of a Kura Kaupapa Māori.

The Kura Kaupapa Māori began slowly to take root. It took five years to enforce a government funding for the first Kura Kaupapa Māori. From 1985 to 1995 had almost all Kura initially to stay somewhere where the children could be accommodated for little or no rent. The parents collected donations to fund the Kura, to the government, the school officially recognized and funded.

The Kura therefore celebrated two, sometimes three anniversaries: the founding date, the date on which the school was recognized by the state, and the reference solid school building. The Te Kura Kaupapa Māori o Te Kotuku in Te Atatu in Auckland for example, was founded by parents in 1993, recognized in 2002 as a state school and expected to respect their own school building before 2010 (17 years after the founding )

Legislation

1987 was one of the recommendations of Picot's report "Tomorrow's Schools" a comprehensive reform of the New Zealand school system. These included the recommendation to the government that the Māori should be able to set up their own schools and to betreiben.Deshalb the Education Act ( Education Law ) was in 1989 extended to a section 155, which gives the Minister of Education, these state schools in the New Zealand Gazette officially known as Kura Kaupapa Māori to advertise one. This appendix received on 16 July 1999 with the " (Te Aho Matua ) Amendment Act " force of law.

Despite this legislation addition many Kura communities were dissatisfied because the addition of the unique character of the Kura does not adequately define and protect by law.

At the suggestion of Te Runanga Nui sat by the Minister of Māori Affairs and Associate Minister of Education, Tau Henare that another appendix with Te Aho Matua of the principles also got a normative character.

The Te Aho Matua additional laws made ​​it mandatory that the Kura Kaupapa Māori follow the principles of Te Aho Matua. He recognized Te Runanga Nui o nga Kura Kaupapa Māori as the Kaitiaki ( guardian, carer and architects ) to determine Te Aho Matua the contents of the most appropriate equipment and to ensure that there would be no change to the detriment of Māori.

After Graham Smith, to this Charter " provide guidelines for excellence in Māori, that is what should include a good Māori education. Recognizes the culture of the Pakeha ( Europeans ) and skills, which are required by Māori children to fully and at every step on the modern New Zealand society participate " ( freely translated by: G Smith 2003:10 ).

The guiding principles " Te Aho Matua " (paraphrased as: " the red thread " )

The written in the language of the Māori Te Aho Matua Kura Kaupapa Māori o nga are the basic principles that need to comply with the Kura Kaupapa Māori. They are based on values ​​, beliefs, and customs of the Māori. On 21 January 2008 they were released together with an English explanation by Parekura Horomia in the New Zealand Gazette.

When the Te Aho Matua When were placed in the parliamentary legislative process, another English explanation of Katerina Mataira was created.

Te Aho Matua has six sections:

Te Runanga Nui ( National Body )

In 1993, Uru Gardiner, Te Kura Kaupapa Māori principal of o Te Ati Hau Nui A Paparangi asked important architects of the Kura Kaupapa Māori movement to visit Wanganui. Your kura whanau (parents and extended family of the school community ) sought advice from the establishment of a Kura. When the Māori communities in New Zealand learned from this meeting, they asked if they could also participate. Consequently, it was 1993 in Kawhaiki - marae at the Whanganui River an organization called Te Runanga Nui o Nga Kura Kaupapa Maori o Aotearoa ( Te Runanga Nui commonly known as ) was founded. At the meeting, Pita Sharples was the founding president of the organization.

Te Runanga Nui is the national body of the Kura Kaupapa Māori Te Aho Matua communities. The Company holds usually on the last weekend of March an annual general meeting at different locations in New Zealand from. These are mostly held in the language of Māori. The purpose of the organization is to support the Kura Kaupapa Māori whanau ( extended families ) in the implementation of their wishes in the education of their children. She is involved in discussions and negotiations with the government, Ministry of Education, the Education Review Office ( the educational institutions rated) and other organizations that have an impact on the Kura Kaupapa Māori.

The organization is divided into ten geographical regions and the individual Kura are each assigned to one of these regions. These nine geographic regions of Te Runanga Nui is Te Hiku ( Northland ), Tamaki - makau - rau ( Auckland ), Tainui ( Waikato ), Mataatua ( Bay of Plenty ), Te Puku (Central North Island ), Tai - Rawhiti (East Coast ) Taranaki, Te Ati Hau Nui A Paparangi (South Taranaki ), Te Upoko o te Ika (Wellington ) and Te Waka ( South Island ).

At the Annual General Meeting, each region elects a Mangai ( representative) who is a member of the Te Runanga Whaiti ( Executive Committee ). Two densely populated regions, Tamaki Makaurau ( Auckland ) and Te Upoko o te Ika (Wellington ) have two representatives. The Te Runanga Whaiti meets several times a year, usually in Auckland to discuss different matters kura kaupapa maori the.

The organization selects at the annual general meeting a tumuaki ( President ). Earlier tumuaki ( president or chairman ) of Te Runanga Nui were: Pita Sharples; Bert McLean, Cathy Dewes, Arni Wainui and Hohepa Campbell .. The current tumuaki is Hone Mutu.

The organization also maintains a small secretariat. The current kaitakawaenga (coordinator) is Arapine Walker, he is supported by the Te Tari Tautoko ( support team ).

Kura Kaupapa Māori types of

All Kura Kaupapa Māori are co-educational and part of public education in New Zealand, which implements the compulsory education. Different types of schools exist primarily due to various possibilities of the Ministry of Education to fund them and to provide them with staff.

The pre-school facilities, Kohanga Reo as well as universities and technical institutes or Whare Wananga are not part of compulsory education.

Kura Tuatahi ( primary schools / elementary schools )

In New Zealand, there are three types of primary schools: full primary, contributing primary and restricted primary. Full primary schools teach the children from the first to eighth school year, contributing primary schools from 7th to 8th and restricted primary schools either from 1 - 6th or from the 7th - 8th grade. Only children who are in the current year 5 years old may be admitted to these schools. The age of the children between 5 and 13 years. Most children enter, after the 5th year of life in the kura tuatahi after they have completed the kohanga reo ( māori -language preschool ).

Kura Arongatahi (composite schools )

Almost all kura began as a full primary school. The kura arongatahi teach from 1st to 15th grade. The children are 5-18 years old, although the compulsory education in New Zealand only to the age of 16. Grade 11 and 13 class complete the NCEA ( National Certificate of Educational Achievement ).

Before a composite school may be awarded the NCEA, but the school must be accredited with the New Zealand Qualifications Authority. A kura can only be a composite school, when the Minister of Education approves the reclassification. This process can take several years, but usually take at least 2 years.

The funding and staffing of these kura differs from the primary schools. In 2008 there were in New Zealand, Kura Kaupapa Maori Te Aho 15 Matua - composite schools.

A composite school can be classified as an area school in New Zealand. Sometimes the minister of education of a reclassification to full composite school does not agree, but only appoints them to restricted composite school. This usually allows the study of the 1st to 10th grade. A restricted composite school can later, however, be appointed as full composite school.

Wharekura (secondary schools / Secondary Schools )

A wharekura is a school for the 9th to 15th school year and is always a composite school. Not all schools change their name if they attain this status so that it can be seen not necessarily from the school takeovers.

Kura Tuakana ( mentoring schools )

Some primary and secondary schools to so-called Kura Tuakana or mentoring Schools were before 2001 by setting up a Kura Teina or Mentored School, another, not funded by the Government Maori school community. This was from the Kura Kaupapa Maori - movement used as a means, without the otherwise necessary for school start-up approval of the Ministry of Education to increase the number of Kura in New Zealand. The position as a branch facilities allowed the Kura Tuakana to use resources and personnel for the Kura Teina.

2001 negotiated with the Ministry of Education Te Runanga Nui from a formal process for establishing new Kura. The Kura is now required to undergo an application procedure. When the Minister of Education approves the application, a Kura Tuakana is appointed which supports the candidate and guides. Only selected Kura Kura can now be a Tuakana. You must be able to their ability to conduct a Kura teina demonstrate.

Kura Teina ( Mentored schools )

Kura Teina are school communities, who have applied the Ministry of Education for the status of an independent primary school. The kura teina children attend either the school years 1 to 8 as in primary schools or 9 to 15 as in the wharekura, sometimes both age groups. Te wharekura o Manurewa in Auckland, is the only Kura, which did not arise from a primary school. It is a satellite of the ' Te Kura Kaupapa Maori o Mangere Mangere a raw in Auckland.

School organization

Line forms

Each Kura founded in accordance with the Education Act Kaupapa Māori and has a governing body. Kura have a Board of Trustees are elected to the five parent representatives and will be announced when the school's foundation in the New Zealand Gazette is officially announced. The head teacher and an elected staff representatives are also members of the line. In many Kura but all parents together form the governing body. Graha Smith says that a basic principle of Kaupapa Māori involvement of all parents ( whanau ) is. This requires that all parents actively participate in all levels of the school operation. Kura, are following the model of a line through the whanau, support the model of a governing body not just a few selected representatives.

Like other state-funded schools must be the governing body of a school order, a strathegischen and develop an annual plan. In addition, provisions for the support of whanau and the school management in their daily school work to be created.

Staff and funding

The staff of the school is state funded. The number of teachers is dependent on the number of students. The number of teachers and the rest of the staff will be recalculated for all schools in New Zealand twice a year on March 1 and July 1.

The Kura Kaupapa Māori receive additional funds to allow the immersion in the Maori language. A system for assessing the degree of immersion serves as a basis for calculation. Kura are thereby located on the 1st This means that the language of instruction of the teacher is in the classroom 81% to 100 % Te Reo Maori stage. However, it is common for the teachers to communicate with their children exclusively in Māori. Full-time teachers at level 1 is a salary supplement ( MITA - Māori Immersion Teacher Allowance ) paid.

School Days and opening times

Kura Kaupapa Māori must be open a specified in guidelines of the Ministry of Education number of school days. The elementary schools open on these days usually 9-15 clock, but can adjust the times also. Composite Kura Kaupapa Māori Müsen longer Teit day be opened because they teach a few days a year as the elementary schools. The times are different here depending on the school.

English Language

Usually no English is spoken on the grounds of a Kura outside a labeled this area. Some primary schools teach English. All Composite Schools teach in 9th to 15th grade English.

Classes

Because of the small numbers of pupils often several vintages are taught together in a class, often are the 1st and 2nd, 3rd and summarized to 5 6 to 8 years of schooling. The Kura can organize the class division flexible. Most Kura per class have a classroom and a teacher, two schools, however, pursue the concept of a large teaching area in which many vintages are taught jointly by several teachers.

Karakia (prayer )

Karakia is a central part of the Kura and for the mental well -being of Māori. Meetings begin with a prayer. The children begin and end the lesson with a Karakia with her Kaiako. When new schools are opened on special occasions or that Kaumatua ( elders ) of the church perform a special Karakia. The children are taught to honor the Karakia and practice. At the Kura both Christian prayers as based on the beliefs of Māori Karakia be practiced.

Curriculum

Te Aho Matua demands a holistic curriculum. A strategic plan of the Kura sets the strategic direction, the whanau (parents, principals, teachers ) provides for children's learning. The curricula are themed and include cultural perspectives of Māori cultural perspectives, they honor customs and traditions of Māori and value their skills.

Train

• Kura Kaupapa Māori see list of

Swell

• Smith, Graham H.: Kaupapa Maori Theory: Theorizing Indigenous Transformation of Education & Schooling (PDF, 44 kB) In: Kaupapa Maori Symposium: NZARE / AARE Joint Conference. Australian Association for Research in Education., 2003. Accessed on 25 May 2008.
• New Zealand. Department of Education: Administering for excellence: effective administration in education ( Picot Report). Wellington: Government Printer, 1988.
• Te Runanga Nui o Nga Kura Kaupapa Maori o Aotearoa: Te Aho Matua Including into S155 of the Education Act 1989 A Submission to the Associate Minister of Education.. Te Runanga Nui o Nga Kura Kaupapa Maori o Aotearoa, 1998.