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 Secondary 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 within the progressively specialised learning environments of the secondary school.
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 Secondary to fit not only their own needs, but their own pace and level of comfort. It is a companion to The Hikairo Schema for Primary and The Hikairo Schema: Culturally Responsive Teaching and Learning in Early Childhood Education Settings.
Te Hurinui Renata Karaka-Clarke (Te Arawa; Ngāi Tahu) is a senior lecturer at the University of Canterbury College of Education in the School of Teacher Education. His research interest focuses on factors that affect the of retention of students in senior te reo Māori programmes in secondary schools and the praxis of successful online teaching and learning through the lens of wairuatanga.
Jennifer Pearl Smith (Ngāti Whātua; Ngāpuhi) 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 culturally diverse teachers in education.
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.
Angus Hikairo Macfarlane (Ngāti Rangiwewewhi; 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.
Rachel Maitland (Ngāi Tahu) is a lecturer in secondary education at the University of Canterbury. She is a former teacher and head of department in alternative education, and teacher and assistant principal in a decile one, state school delivering education to young people in state care. Her research focuses on educational opportunity and access for at-risk learners.
Lisa Davies (Kāi Tahu) Lisa is the Kaitakawaenga Ako at Ngā Puna Mātaurakao Te Whare Wānanga o Waitaha—UC Library. Her mahi involves the tautoko of ākonga Māori and kaimahi Māori with their research and information needs. Lisa’s own research interests include the merging of her background as a jazz musician with her research into waiata and te reo Māori, and she also has a strong interest in Māori education.
Kari Moana Kururangi (Ngāi Tahu; Kāti Māmoe; Waitaha) is a lecturer in Māori education at the University of Canterbury. She is a former primary school teacher. Her main research interests are centered around mātauranga Māori, and include themes of decolonisation, re-indigenisation and transformational change in Māori-medium education.
Susannah Stevens is a lecturer in the College of Education, Health and Human Development at the University of Canterbury and the President for Te Ao Kori Aotearoa. Her research centres on embodied learning and well-being; acknowledging that cultural safety, belonging and identity are all essential for learning success.