This adaptable guide invites kaiako to rethink approaches to engaging ākonga, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences. 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.
This self-paced guide allows kaiako, whānau, and ākonga to collaboratively co-construct goals and outcomes that are relevant to their learning contexts. Kaiako can adapt The Hikairo Schema for Primary to fit not only their own needs, but their own pace and level of comfort. It is a companion to The Hikairo Schema: Culturally Responsive Teaching and Learning in Early Childhood Education Settings.
The Authors
Matiu Tai Rātima (Te Whakatōhea; Ngāti Pūkeko) is a senior lecturer in Māori education. 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. She is a former primary school teacher. 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. His research and teaching is concerned with indigenous and sociocultural imperatives that influence education and psychology. 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. Her research and writing focus on culturally responsive evidence-based approaches in education, psychology, and counselling.