20% Discuss how you are addressing the context of different audiences (local, national and/or international) and their perspectives while you are taking action (activity 5)
Considering my audiences;
I act as a provider/facilitator for this Te reo Māori inquiry and as such, take on a teaching role to help and aid the learners in and around my"classes". Education council (2017) confers that we as teachers and the providers of this Te reo Māori (TRM) programme are in a "trusted position in society and recognise the influence we have on learners, their understanding of the world and the future wellbeing of our society” (p. 2). But we also know that we are developing this programme with the mindset "...to cultivate people’s ability to engage with and generate knowledge..." (Bolstad, Gilbert, McDowall, Bull, Boyd, & Hipkins, 2012, p. 51). Bolstad et al. (2012), goes on to emphsise that through the learner’s ability, to engage with the world around them, they can further expand and transform through the learning processes of attaining, creating, assimilating and accommodation knowledge.
Immediate audiences
Learners of the programme - as we are in constant contact and communication. Very easy to aid those that feel like they are struggling with a concept via -Facebook group - Porowhita Kaka
Children with whānau members in the programme - seeing that things learnt at home or in class can be reciprocated and used in a multitude of contexts and situations outside of both the home and the classroom.
Broader interconnected audiences
Whānau members of the wider household - The attitude has been positive in all cases. Many of the whānau are enjoying it and calling it a learning "itch.' Stating that they are wanting to 'kōrero Māori i ngā wā katoa.' The viewpoint of the whānau could differ in the fact that because these whānau members are dedicating more time to the TRM programme, the whānau itself is losing out on having that time. To further address this case, our tasks and challenges are usually whānau orientated and constantly ask learners to practice with others in a collaborative community, i.e. the home. This is not only to help whānau within their household also participate but this is to help the whānau still retain their time spent together.
Colleges who are interested in learning Te reo Māori - The attitude is positive and supportive of the programme as they are always active in trying to help our community improve in all aspects, especially when it comes to cultural awareness. A number of our colleges have approached us about joining in the programme but were unsure if they could commit the amount of time needed to learn a language. The viewpoint; one of cultural respect but lack of willingness to prioritize the TRM programme at this time. Unfortunately because of their responsibilities as education facilitators and their commitments to their learners and profession, time is always limited (Education Council, 2017). To address this need in our programme, i have looked at putting together little sample packs of resources and challenges to see if our colleges would like to give the TRM programme a try before fully committing to the programme. Although i would rather have them just come in and join us, i feel that it would be more beneficial their journey could be, to help get over the possible nerves.
References:
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Education Council. (2017). Our code, our standards. Retrieved from https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
Tamati, T. (2011). The Trans-acquisitional Approach: A Bridge to English in Kura Kaupapa Māori. Pacific-Asian Education Journal, 23(1), 91 - 102. Retrieved from http://programs.crdg.hawaii.edu/pcc/PAE_23__1__final_11.pdf
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