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Ka nui te rekareka o Te Wāhanga ki te tuku i tēnei putanga motuhake o set, ko Te Haere a ngā Ākonga Māori i ngā Ara Rapu Mātauranga te arotahinga.

Whānau are integral to the educational wellbeing of Māori students in English-medium education. However, very little Māori educational research has been carried out with an explicit focus on identifying the critical issues for whānau in education.

Te reo and mātauranga Māori are linked to a distinctive Māori identity and ways of being in the world.

Te Wāhanga, on behalf of Oranga Tamariki, produced this report on the benefits of Social Workers in Schools (SWiS) in kura kaupapa Māori and kura ā-iwi (kura), using a kaupapa Māori approach.  

The report made six recommendations for Oranga Tamariki to consider: 

In 1973, led by Dr Richard Benton, the newly established NZCER Māori Research Unit (Te Wāhanga Kaupapa Māori), embarked on the first sociolinguistic survey of te reo Māori in New Zealand.

The report presents findings on the health and wellbeing of te reo Māori, and whānau aspirations for te reo in homes and communities, and in education. 

This summary covers key messages from the project, method, views from the kōrero ā - whānau and wānanga, and where to from here.

This paper attempts to illuminate ancient pedagogies, which resonate within contemporary educational contexts. Findings from the research on Māori traditional child rearing and teaching and learning practices could inform and contribute positively to today's learning environments.

Kaupapa Māori research is a generic term used to describe a range of practice relating particularly to research by, with, and for Māori.

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