Decolonising Foundation Education
Facilitator/Presenter: Shelley Ashley (Pākehā),
Senior Foundation Tutor, Massey University, FABENZ Māori SIG member.
In the context of decolonising Foundation and Bridging education and promoting equitable outcomes for Māori students, what can and should we as Pākehā and other Tauiwi ally educators do?
In the recent book by Elkington et al. ‘Imagining Decolonisation’, Amanda Thomas as the Pākehā contributor starts to explore the role of Pākehā in decolonisation. She highlights behaviour and ideas that we can challenge: from subtle ‘unintentional’ expressions of privilege to overt white supremacism, and the positive actions we can take to work as supportive allies of Māori to create a more equitable society together.
This discussion will be an opportunity to briefly gain familiarity with Thomas’s concept of being a Pākehā /Tauiwi ally and then offer the opportunity to share perspectives on what attitudes and actions are being, and can be adopted to further this kaupapa in different Foundation education contexts.
Questions to discuss will be decided by the group, but might include: What is an authentic and appropriate pepeha for non-Māori? How do we respectfully include elements of Te Reo and Māori tikanga in our educational spaces and practices? How do we respectfully engage with karakia?
We welcome all educators Māori and non-Māori who are committed to, or interested in the decolonisation kaupapa to share perspectives in this discussion.
Dr Lesley Collins
Blended and online delivery in foundation programmes, experiences and ideas from lockdown and non-lockdown teaching
In the last two years we have had to embrace online teaching during Covid-19 lockdowns and some of this has been good, some bad and some just plain ugly. For many teachers and tutors it was a relief to get back to the classroom. However, in the future we will engage with our students more online especially in a blended environment. Many discussions have focused on the issues especially around technology access and experience. This round table discussion is intended as an opportunity to share ideas and experiences in a positive manner, to focus on what worked and how we overcame many barriers to keep our students engaged and progressing in their studies. Topics can include: technology, timetabling around our students’ home lives, how we kept students engaged and promoting a sense of community online. We all did amazing things during what was a highly stressful time and now is the time to share and applaud our efforts and to use that to guide advice to our institutions and Te Pūkenga.
Title: Te Atakura – a culturally responsive teaching approach in tertiary education based on Relationships First teaching and learning practices.
Effective relationships are at the heart of learning. Understanding students’ experiences and the context of your community helps to address key cultural and pedagogical practices required to create equitable outcomes for Māori and minoritised groups.
Over the last eight years UCoL continue to embed such practices and as a result have seen a significant reduction in the disparity of achievement between Māori and non-Māori students.
UCoL were the first tertiary institution globally to implement and eventually embed the research and development work of Emeritus Professor Russell Bishop. This work started in 2013 in partnership with Cognition Education.
Te Atakura, a culturally responsive model based on Relationships First teaching and learning practices is now the foundation of educational success within their institution.
This approach created systemic change, where all educators were and continue to be supported to interact in ways to promote students as culturally located and engaged learners.
Bishop’s work responds in ways that lead to significant lifts in learning and achievement by creating a family like context for learning, implementing both relational and pedagogical practices known to make a difference for Māori learners.
This round table will provide an opportunity to discuss and ask questions of these fundamental approaches of Relationships First/Te Atakura presented by Emeritus Professor Russell Bishop.
Bishop, R. (2019). Teaching to the North East. Relationship-based Learning in Practice. NZCER Press, Wellington.
Jill Morgan and Reina Daji.Wrap around student support: Our level 4 Foundation has experienced excellent pastoral support over the last 2 years because of changes to the way student advisors are holistically embedded in the programme. Based on manaakitanga, student advisors work alongside tutors to ensure every student is looked after and support for non-academic issues is provided. This means students are no longer falling between the cracks and even in a large programme of 180+ students receive timely assistance and a range of flexible options
Dr ‘Elisapesi Havea (Waikato Institute of Technology)Talanoa is an oral form of communication which enables people in the Pacific to learn and relate to each other through narration and storytelling (Morrison et al., 2002; Tavola, 1991), thus talanoa is used for creating and transferring knowledge (Vaioleti, 2013). In my research, talanoa was employed as a teaching and learning approach using ideas of talanoa fakatoka, talanoa felāfoaki, and talanoa kavekavehoko. Talanoa with its dialogic and interactive nature was considered as an appropriate teaching and learning approach because it may help elevating the effectiveness of teaching and communicating climate change in the Tongan classroom. The three ideas of talanoa were used to conduct the Professional Learning Development (PLD) with teachers and later used during the classroom teaching.
Robyn Gandall and Jess Costall
Numeracy, mathematics, science and statistics in a bright new world
The TES NELP strategy mentions numeracy as an essential foundational skill under Objective 2, further explaining akonga need opportunities to develop these skills and access to quality provision. In addition, the new certificates for foundation and bridging education specify integration of numeracy within all certificate programmes. With the recent NZQA curriculum review documents blurring of numeracy, mathematics and statistics, questions begin to arise about what quality integrated numeracy teaching and learning looks like. and how we might teach this. In this roundtable we will question, amongst other issues, what does numeracy mean, how does integration in certificate programmes link to developing skills and quality provision, how do we determine essential numeracy (and mathematics and statistics) skills, and what can we do to ensure quality delivery of these essential skills?
The New Zealand Certificates in Study and Career Preparation (to be replaced by the NZ Certificates in Study and Employment Pathways) Levels 3 and 4 are currently delivered at 36 organisations throughout New Zealand. As part of Te Pūkenga we will need to develop unified programmes. This round table discussion will be an opportunity for educators to meet, build collaborative relationships and start to familiarise themselves with each others’ programme structures and content, ahead of the formalised programme unification process.This discussion will focus on:
- Whanaungatanga – building relationships
- Discussing how we would like to communicate as a group going forward
- Mahi Ngātahi – collaboration
- Sharing details of our programmes with each other. A summary of the varying programme structures that exist around the country will be provided. Participants can then discuss programme structure and content at their subsidiaries in more detail, including what qualifications they pathway into, and the particular strengths of their programmes. This will allow us to build a picture of the similarities and differences that currently exist, and start to generate ideas about what unified programmes could look like.
Kia Ora Koutou,
Ko Dassia Matavalea ahau.
I am of a multicultural background whereby I am bilingual in Bahasa Indonesia, of Australian Indigenous heritage, and from a multicultural family of Pakeha, Korean, Indonesian, Thai, and Tongan mix. I am undertaking doctoral study in the area of foundation education, where I have taught for some 20 years. Utilising Pacific research methodologies, my primary focus is to explore student experiences of the development of critical thinking skills and their application to the areas of intercultural communication, cultural concepts of wellbeing, and colonisation. At this conference, I will share my research journey from the perspective of a foundation educator teaching diverse groups of learners. A significant area of interest for me is the intersection of culture and education, and the implications of this for those of us whose mission is to prepare learners for further study. I am excited about the opportunity to engage in this korero-talanoa with fellow bridging educators.
Graeme Smith and Annette Tofaeono – Ako Aotearoa
The Tapatoru Ako Professional Practice Award
This interactive session will provide insight into an exciting new initiative, the Tapatoru Ako Professional Practice Award. Commissioned by the Tertiary Education Commission (TEC) and developed by Ako Aotearoa, the Tapatoru will launch in early 2022.
The Tapatoru is designed to support sustainable professional development capability in organisations and is a learner-centred framework that results in professional awards for education and training practitioners. Awardees will demonstrate that fundamental values underpin their teaching and learning knowledge and practices.
The Tapatoru is grounded in mātauranga Māori, which shapes the process and is reflective of both Māori and Pacific values promoting an approach conducive to supporting ākonga in tertiary education settings in Aotearoa, New Zealand.
This professional practice award will provide a key mechanism for creating a culture of support for ongoing Professional Learning and Development (PLD) within organisations that is relevant and fit-for-purpose for the years ahead within a rapidly evolving inclusive and diverse tertiary landscape.
A successful pilot and continuous improvements to the programme design have resulted in an enhanced iteration to building capability and offering the award at both an organisational and individual level.
We will share the whakapapa of this work, the lessons learned throughout the journey and the difference it could make to any tertiary education organisation.
Join us as we present to you the Tapatoru Ako Professional Practice Award, a powerful reflective practice tool complemented by resources and services managed by Ako Aotearoa for leading system-wide educator capability building in organisations across the tertiary education sector.
Coordinated by Te Awatea Ward, Huhana Watene
The Māori focus special interest group will be looking to encourage best practice under Te Tiriti ō Waitangi for our Māori tauira and all staff within our sector. We aim to also collate a repository of research, resources and narratives that will support this practice which can be accessed through the FABENZ website.
Coordinated by Aiono Manu Fa’aea
Engagement and achievement strategies that focus on pedagogical and andragogical approaches that work for Pacific learners.
Programme development for the revised Levels 1-4 NZ Certificates in Foundation & Bridging Education
Coordinated by Rae Trewartha within the keynote workshop on programme unification.
Working on collaboration around the development of the revised Level 1-4 NZ Certificates in Foundation and Bridging Education programmes.
It appears that Te Pukenga (New Zealand Institute of Skills and Technology) is expecting the content for the new programmes to be 80% mandated and 20% the responsibility of the delivery sites.
Our collaborative voices thus need to be an integral component of this programme development.
Coordinated by Dr Lesley Collins
UCOL (Universal College of Learning)
The Online Learning SIG is dedicated to supporting collaboration and communication among online educators.
It is to encourage an active interest in online in bridging education, and aims to engage in meaningful discussions around areas including (but not limited to):
- online enabling pedagogy
- educational resources available for online learning
- the limitations and possibilities of educational technologies
- supporting online learning for bridging education learners.
Coordinated by Helen Anderson
We are working on a project that will scope current Foundation and Bridging Education, its role and impact, using the 2001 Benseman and Russ survey as a starting point.
I believe we need to be evidencing the ongoing importance of Foundation and Bridging to the life chances of people not otherwise served by the education system.
The SIG session at conference will provide an update on the Ethics approval and trial of the survey and get ready for distribution.