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Three students laugh whilst making hot chocolate drinks

Honouring the gift of student voice

Posted on April 6, 2021 by Karen Nicholls

A personal reflection on my journey as a Dr Vince Ham eFellow, by Karen Nicholls

Three students laugh whilst making hot chocolate drinks
Image courtesy of Karen Nicholls

This blog post is about my journey as a Dr Vince Ham eFellow and how the research process challenged my assumptions and resulted in a significant conceptual shift in the way I understood ‘agency’.

In 2020 I embarked on a collaborative action research project aimed at exploring student identity through multimedia texts. I selected a group of 14 students between 11 and 13 years old. To find out what they thought, I set up focus group hui during which, I hoped, we would discuss their identity as a learner and student in the school, and that the data from these hui would result in examples of texts I would then code.

I went into the process with a strong belief that students had something to say, and that they were strong in their identities, and that what they needed was a space to be heard and celebrated for who they are. I had a plan for how the research process would unfold and I had the first few sessions planned and resourced. That’s what good teachers do, right?

The crunch point

The crunch came early on when two students shared with the group that they were unsure what reflected their identities as they were still working out who they were and what they were like. What I soon realised was that I had to truly sit back and listen to what was being said in our conversations. I had to really hear and respond to the stories of the students.

At this point I had a choice:

A. Continue with my plan and steer the conversations towards the end I had in mind?
or
B. Recognise that my belief had been challenged and respond accordingly?

From this point onwards, I had to reframe my thinking, slow down and focus on listening to learn, rather than controlling the student voice for my own ends. My focus changed to one of considering the importance of honouring the stories of my students: the stories they were sharing about their own developing identities.

As a researcher, this was exciting. However as a teacher, I had to quiet that voice in my head that was outcomes-focused: What if we just talked about identity and didn’t “achieve” anything? What if student voice was confronting? What if it led me to places of discomfort and challenge?

I chose to centre my thoughts on my students. I considered what it meant to honour their voices, their vulnerabilities, their willingness to allow each other, and me into their worlds. What could this look like?

Do to this, I referred back to the statement of intent I had written when embarking on the research project:

I am passionate about students being represented strongly and securely in their identities in our school environment. A strong and secure identity is a key aspect of student empowerment and achievement. All our students deserve to be seen, heard and celebrated in our place.

While I was still interested in exploring and creating expressions of identity through multimedia artifacts, I wondered whether making space for authentic conversations – truly hearing and responding to student voices – was where the representation and celebration of each student needed to sit.

So, I took the plunge. I put aside my carefully timed and structured scope and sequence plan, and made space for the narrative to flow. This was my first action to honour their voices.The pressure of expectations to DO eased. Students were able to BE. I was able to hear. Together we were able to explore what they wanted and needed to be seen and heard.

So, how did they want to be seen, heard and connected in our space?

Student voice

My initial assumption was that through the multimedia texts used in our classrooms, we could better represent our students’ identities and provide ways for them to connect with themselves and one another. What I learned was that they wanted to be heard. They wanted to see evidence that their voices, their stories, their lives were important and worthy of teacher time and conversation. In short, they wanted relationships, connections, and response.

The group kept coming back to their shared reality: their identities were developing, changing, growing as they were. They wanted to have a safe place to grapple with all that was going on in their lives as they began the shift from child to young adult. Over and over again I heard how much they valued our weekly research group hui as a safe place where they could be themselves, even if they didn’t know what that meant all of the time. It became a space where they felt that they could speak and be heard. For many, this was not their usual experience of school where in the past when they had given their stories, been vulnerable, offered their voice as a taonga and they had been ignored.

There is power in student voice, and it isn’t a voice any teacher can give. We don’t give voices. We make space for them in our curricula and classrooms, or we don’t. Especially in times like these when our nation is burning, we should listen to the young people. We should center their voices through choice of their tasks, choice of what they want to study, and overall handing them some leadership opportunities. How else will they practice taking over the world (German, 2020, para.14).

In the context of our research, I asked each student to answer the question: What do you want teachers to know?

Their responses were so clear, simple and yet so often ignored in our busy days of timetables, and deadlines, of assessment tasks. Their responses also require kaiako to sit back and truly embrace ako: to learn alongside, to learn from our students, to set aside the need for control and truly engage with our ākonga with their voices at the centre.

So, what did my ākonga researchers want teachers to know? These are their words:

  • [Teachers need to] actually act on the information that the students give them.
  • We all have strong ideas and opinions. Be flexible, listen and have open ears.
  • If we do a Google form / survey, let us know what happens to our answers.
  • [Teachers need to] give us the time to speak. Let kids have time to talk to each other and you.
  • Leave us to discuss without you. Be aware that we feel pressure to say what YOU want, not what WE want.

Wero

This seems simple, however how often are we deliberate about including opportunities to connect at this deeper level, building a culture of trust and openness, and protecting space and opportunities to truly listen and respond to student voice with respect for the gift they have given us?

I have the privilege each day of going to work and learning alongside brilliant and inspiring young people and my constant challenge is to ask: What choices will I make today to honour the taonga that is student voice?

Find out more about the Dr Vince Ham eFellowship and read Karen’s research report

 

References

German, L. (2020, August 11). Using Social Justice to Promote Student Voice in Middle School (Blog Post). Retrieved from: https://www.edutopia.org/article/using-social-justice-promote-student-voice

Further reading

Brown, B., 20 of her most inspiring leadership quotes
Goodman, S., Developing Voices: Students Are Your Allies
McClaskey, K., Voice – Make Learning Personal

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Understanding HīAko

Posted on March 2, 2021 by Rahera Ormsby

From a young age, Māui-tikitiki-a-Taranga was a nanakia visionary, inquisitive and he accomplished a number of great feats helping others to live better lives. HīAko aims to enable Māori learners to discover their potential, ‘te pitomata’ and promote kaupapa Māori ways of engaging with self, others, and knowledge.

The HīAko challenge itself is fast paced, high energy and fun and uses kaupapa Māori approaches to find solutions to real life, localised problems that matter to ākonga and their whānau as speakers of te reo Māori. HīAko provides ākonga with the opportunity like Māui, to think, explore and find solutions to real life issues in order to enrich the lives of others. Māui was far from perfect and he was a great disruptor, which is what is needed also in this space.

HīAko

HīAko is founded within pūrākau, demonstrating a unique approach to learning based on four Māori medium learning approaches:

  • Kia hīanga te ako – discover as you play, play to learn
  • Kia tamaiti te tū, kia Māori te tū – being a child whilst standing in your Māoriness
  • Mā te tamaiti tōna ao e hanga – the child will create his or her own world
  • Ko te tamaiti ko tōna whānau, ko te whānau ko tōna tamaiti – each child brings with them whānau, whakapapa, stories and knowledge that are unique.

What is HīAko?

  • HīAko is a learning programme which believes that whilst playing, huge learning is taking place.
  • HīAko encompasses learning reciprocity, learning enjoyment, learning discovery, learning creativity, and learning collaboration.
  • HīAko endeavours to awaken the potential within, so that new ideas and innovations may occur.
  • HīAko is Māori-centric, fun, and fast paced.
  • HīAko includes time for ākonga to collaborate together in teams to inquire, uncover problems that matter to them, which they would like to try and solve.
  • HīAko encourages teams to research and query solutions to their problems and link with whānau, kura, hapū and the wider hāpori to assist ākonga with their solutions.
  • HīAko is designed so ākonga get to play, tutu, learn, create and harness transformational change within a total immersion te reo Māori environment.
HīAko – powered by CORE Education – Tātai Aho Rau is a kaupapa Māori driven event for tau 6 – 8 ākonga from Māori medium and reo rua kura. Three HīAko events will be held during 2021. More information about the upcoming HīAko events and how to enrol your ākonga coming soon. Visit the website for more!

 

We would like to acknowledge Whare and Hohepa Isaac-Sharland, past facilitators of CORE who designed and delivered the HīAko programme and this content.

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Innovation is in our DNA: engaging Māori students in design thinking

Posted on March 1, 2021 by Te Mako Orzecki

Te Mako Orzecki reflects on this podcast from Janelle Riki-Waaka

CORE Education · Innovation Is In Our DNA – Engaging Māori Students In Design Thinking

 

In this podcast, Janelle Riki-Waaka explains how employing the good old number 8 wire mentality is at the heart of innovation using design thinking frameworks. She draws on the experiences of Māori and Pasifika navigators who traversed the Pacific and settled throughout Te Moananui a Kiwa (the Pacific Ocean). Our ancestors used not only technologies of the time to survive but also thrive. Janelle argues that these technologies and innovations still exist within our tamariki and mokopuna of today.

Janelle draws on that old knowledge and technology to make comparison with today’s Hangarau Matihiko and Digital Technologies curriculum content. As she puts it, “The end goal is for Māori learners to not only become consumers of technology, but also creators of technology.” There is a desire for Māori ākonga to be innovative in seeking solutions to any given problems by developing a framework that sits within their cultural paradigm and more.

Image by CORE Education. All rights reserved.
Image by CORE Education. All rights reserved.

A kaiako’s job as a facilitator of learning is to provide Māori ākonga with the opportunities to pursue these types of vocations and to set themselves up in their future career pathways.
Diversification is key in making this a success. This means more wāhine, more Māori, and more people of Pacific descent working in these spaces. It is imperative that various cultural lenses can provide unique perspectives. One way of developing locally-grounded, future-focused problem solvers is through design thinking.

Design thinking is a process that requires people to find problems or challenges that affect people and places and come up with solutions. These often derive from the needs of people and/or environment. It enables a collaborative way of working.

In considering what design thinking looks like from a Te Ao Māori perspective in our CORE Education mahi, we drew on Cliff Whiting and the design process he used in his art making. Similar to Cliff we used the Māori creation story as a narrative to understand and guide our initial design thinking process. This Māori view on design thinking was further developed for Kia Takatū a-Matihiko as Te Tukunga Hoahoa Whakaaro. As a snapshot, our iterative process consisted of design, testing, feedback, reframing ideas, and reflection. Our wish is to share this process with all kaiako throughout Aotearoa who want to use it with their tamariki, knowing that it has come from an authentic, bicultural perspective that is based and grounded in Te Ao Māori and mātauranga Māori.

In recent years there has been a notable rise in the number of Māori role models in tech and innovation industries who are upheld as innovative thinkers and leaders. People like Lee Timutimu (Ko Māui Hangarau), Kendall Flutey (Ngāi Tahu) who developed an online banker tool for primary and intermediate learners to learn money skills. Nikora Ngaropo for his outstanding work with animations and Hori Te Ariki Mataki (Ariki Creative) and the boys from Māui Studio who are doing the mahi in Ōtautahi. These innovators are leading the charge for our budding future Māori digital creators and leaders.

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Opportunities to push the boundaries: How a little achieves a lot

Posted on January 18, 2021 by Sarah Te One

efellow-1

Every year CORE Education offers a fellowship to kaiako from all sectors in education and throughout Aotearoa to follow their passions and push the boundaries of educational possibility.

There are some big words in there – “passions”, “pushing boundaries”, “possibility”. The whole concept of the eFellowship is to make a difference by disrupting current ways of doing things. It is premised on a collective, collaborative approach to education, in its broadest sense, and, by being part of a community of learning, transforming into a community of practice that then becomes a genuine community of inquiry.

Supporting learner agency

The Office of the Children’s Commission regularly talks with children and young people throughout Aotearoa to find out their ideas. When granted agency to express their points of view, they were very clear about what mattered to them:

  1. Understand me in my whole world
  2. People at school are racist towards me
  3. Relationships mean everything to me
  4. Teach me the way I learn best
  5. I need to be comfortable before I can learn
  6. It’s my life – let me have a say
    (Office of the Children’s Commission, 2018)

We know from experience, and research, that to achieve equitable learning experiences for all learners and to enable systems level change, takes courage. We know that the organisational climate, the culture of an early years service, kura or school, impacts hugely on learners and on how they feel about themselves. We often hear from kaiako about the challenges of change, of transforming what is, into what could be. The purpose of the eFellowship is to create a space to think about these possibilities with and alongside others.

“As children’s inspirations/ projects evolve, I see my role as the teacher is to give wings to their imagination, to collaborate and create new horizons for new learning. Witnessing how children’s learning evolves as part of the world around them is magnificent!” (eFellow, 2020)

Figuring out that question/niggle.

One of the current approaches used in research is the notion of a puzzle of practice. Some of us at CORE talk about this as a niggle, as a wondering – a ‘why?’ or ‘why not?’. Following through from a niggle to a puzzle to a question about teaching and learning is a process and one of the benefits of the eFellowship takes to heart the mantra “Slow down to speed up” – and dig deep into an issue they are curious about.

We all understand that being in learning environments very often requires quick-fire, responsive solutions to situations as they arise. We also know that we can revert to a default position and rely on responses that work, partially, but don’t actually get to the nub of the issue. So an important starting point is to try something new, and to take time to understand ‘the what’, the why and the how ‘about an aspect of learning and teaching and how it impacts and influences all concerned.

The idea is to transform thinking and the experience of learning. This might be at a personal/professional level, or in a learning space. It may be an idea that needs more substance and fleshing out. This is the opportunity the eFellowship offers kaiako – a chance to explore multiple levels of transformation – a ripple effect that enables all learners (and kaiako are learners too) to succeed.

“Working with ākonga to share and create knowledge, and then to involve them as co researchers in identifying themes and connections has broadened all of our understandings of the forces, assumptions and biases that contribute to why and what we do as teachers and learners. It is powerful for ākonga to be involved in unpacking this for themselves, to move from participating in teacher led surveys and research to analysing their own stories and how they intersect with those of others around them.” (eFellow 2020)

Transform, reimagine, redesign

When we start thinking about curriculum design and education systems, we need to consider future-focused thinking. What will learners need to know? Do our curriculum documents enable us to prepare learners for 21st century living? Think about learning environments at the moment and who they tend to benefit. Who is left out? Which groups are consistently under-achieving?

“As an eFellow, I’ve had the opportunity to reflect on how we, teachers, tend to focus on the final results and how easily this distracts us from observing and enjoying the journey.” (eFellow 2020)

Aotearoa leads the world with its educational ideas which embed te ao Māori and are internationally recognised for using dispositional frameworks in curriculum design and assessment that put the learner at the centre.

“Whānau type relationships that demonstrate we care for our learners and have high expectations for their learning – [things like] understanding whakapapa and knowing who our learners are; their cultural experiences and prior knowledge are foundational to their identity as learners. It’s important to promote a common vision or kaupapa that is focused on the potential of ‘all’ learners to thrive in the education system without compromising who they are.” (eFellow 2020)

The UN Sustainable Development Goals 2030 raise questions to inform curriculum design and implementation by asking:

  • efellowWhat is possible?
  • What is probable?
  • What is desirable?

When we consider these goals and questions in light of our future, we need to think about the type of education provided and the type of education needed. They are not necessarily the same thing. To close, or bridge that gap means thinking about how children and young people learn and how teachers teach: At the heart of this is finding out what learning matters – to the learner, the kaiako, to whānau and to local communities. What brings us together as a society and what supports our identities, languages and cultures?

It starts with a question …

It all starts with a question or a puzzle about learners and/or teaching. There is a short application form and after a selection process, this is followed up with an interview. We look for innovative, courageous ideas – ideas that will make a real difference to learners. Over the years these have been big and small but what they have in common is something new, something fresh, something that makes us look at a familiar process or experience in new ways.

“Why not invest in an assessment process which recognises ‘success’ as the learning process itself?  Observing, analysing and responding to children’s interests has transformed the meaning of assessment in my classroom and it is now a constant part of our routine.” (eFellow, 2020) 

The idea (or niggle or puzzle) is the most important thing to bring to your application. Our research team works closely with the successful applicants through the design process and ethics application. Once approved, CORE whānau throughout the motu (country) support our eFellows to bring their projects to fruition by wrapping our networks and expertise around them. We do this internally and also using our external, community networks.

“When reflecting on our eFellow hui, the moments I found most valuable were those where I was able to bounce ideas off other people. Where I was heard, where I was able to joke, where I didn’t feel afraid to share my potentially half-baked ideas. What became clear is what works for teachers, works for students. We are a reflection of one another and so are our best learning experiences.” (eFellow, 2020)

The eFellowship is about creating and using knowledge by bringing people together and collaborating to solve problems.  That’s how we want to push the boundaries of possibility. We want learning that matters to people and to places, where exciting ideas are made visible and brought to life.

“To the CORE eFellows team – What a year! I am thankful for all of you. Our passionate conversations have reignited my desire to keep going – our rangatahi deserve so much more! To the ākonga who agreed to work alongside me in this process. You have taught me so much. You have been open, giving, vulnerable, honest, hilarious and crazy. This is your work. You have given me a gift of your voices – your stories. I will endeavour to honour that gift.”

Becoming an eFellow

If you are interested in becoming an eFellow you can apply here. The due date for applications has been extended until Sunday 31 January.

This year we’re thrilled to be offering a kaupapa Māori strand of the Dr Vince Ham eFellowship! Educators from Māori medium settings are given the opportunity to explore an aspect of their own localised curriculum through a supported process of rangahau (action research). Apply now >

References

Office of the Children’s Commissioner. (2018). Education matters to me: Key insights [PDF]. Office of the Children’s Commissioner. Retrieved 18 January 2021, from https://www.occ.org.nz/assets/Uploads/OCC-STA-Education-Matters-to-Me-Key-Insights-24Jan2018.pdf

United Nations. Sustainable Development Goals (SDGs) and Disability | United Nations Enable. Un.org. Retrieved 18 January 2021, from https://www.un.org/development/desa/disabilities/about-us/sustainable-development-goals-sdgs-and-disability.html

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