Topic: learning te reo me nga tikanga ( language and social and cultural)Maori

Order Description Please refer to the assignment academic instructions attached for details as this assignment is not an essay. Please use the references provided in the attached file. Looking forward to another of your quality work.Thank you. Reflective discussion (1400 words) Formal essay structure is not required; that is, you do not need to write an introduction or conclusion for each discussion paper. However, a formal academic writing style with logical progression of points is expected. Use the APA referencing style to acknowledge the ideas of others, both in your answers and in a complete reference list at the end of your assignment. 1. The relevance and importance of knowledge of te reo me ngā tikanga Māori for early childhood teachers in Aotearoa New Zealand. 2. A critical evaluation of your current level of understanding, ability and comfort in using te reo me ngā tikanga Māori 3. Your next steps in your journey, how you plan to achieve these steps, any barriers, and your plans for addressing these 4. How these steps will add to your personal effectiveness as an early childhood teacher in Aotearoa New Zealand 5. Your long term goal and vision in relation to your proficiency and competency in te reo me ngā tikanga Māori In the discussion, please make sure include: 1. Consideration of both oral and written te reo Māori 2. Use examples to show how you support and use te reo me ngā tikanga Māori in your practice 3. Include consideration of your current and future ability to contribute to a curriculum that includes te ao Māori 4. Include reference to relevant literature, course readings, and set texts And the Reflection discussion content: 1. The relevance and importance of knowledge of te reo me ngā tikanga Māori for early childhood teachers in Aotearoa New Zealand 2. Critical evaluation of current level of understanding, ability and comfort in using te reo me ngā tikanga Māori 3. Outline of next steps in journey, specific plans to achieve this, identification of barriers, and plans for addressing these 4. How these steps will add to personal effectiveness as an early childhood teacher in Aotearoa New Zealand 5. Articulation of long term goal and vision in relation to proficiency and competency in te reo me ngā tikanga Māori 6. Consideration of both oral and written te reo Māori throughout discussion 7. Consideration of current and future ability to contribute to a curriculum that includes tea o Maori References List (Please use the under references) Reading 1.1 Mana Māori Motuhake Walker, R. (2004). Mana Māori motuhake. In Ka whawhai tonu mātou – Struggle without end (pp. 186–219). Auckland, New Zealand: Penguin Books. Copyright © Ranginui Walker. Reading 1.2 All About the Treaty State Services Commission. (2005). All about the Treaty. Retrieved from http://www. nzhistory.net.nz/files/documents/All_about_the_Treaty.pdf June 23, 2011. Copyright © State Services Commision. Reading 1.3 Te Whāriki and the promise of early childhood care and education grounded in a commitment to Te Tiriti o Waitangi Ritchie, J. (2013). Te Whāriki and the promise of early childhood care and education grounded in a commitment to Te Tiriti o Waitangi. In Nuttall, J. (Ed.), Weaving Te Whāriki. Aotearoa New Zealand’s early childhood curriculum document in theory and practice (2nd ed., pp. 141-153). Wellington: New Zealand Council for Educational Research. Copyright © Joce Nuttall. Reading 1.4 Ahakoa he iti: Early childhood pedagogies affirming of Māori children’s rights to their culture. Rau, C., & Ritchie, J. (2011). Ahakoa he iti: Early childhood pedagogies affirming of Māori children’s rights to their culture.Early Education and Development, 22(5), 795-817. DOI: 10.1080/10409289.2011.596459 Copyright © Taylor & Francis Reading 1.5 Reo and mātauranga Māori revitatlisation. Hotere-Barnes, A, Bright, N., & Hutchings. J. (2014). Reo and mātauranga. Set (1), 7-15. Copyright © NZCER Reading 2.1 Introduction Royal, T, C. (2003). Introduction. In The woven universe: Selected writings of Reverend Māori Marsden (pp. viii- xiv). Otaki, New Zealand: Te Wānanga o Raukawa. Copyright © The estate of Rev.Māori Marsden. Reading 2.2 The Purpose of Education: Perspectives Arising from Mātauranga Māori Royal, T. C. (2007). The purpose of education: Perspectives arising from Mātauranga Māori (pp. 13–25). Retrieved June 23, 2011, from http://www.mkta.co.nz/assets/ educationpurposev.4.pdf Copyright © Ministry of Education. Reading 2.3 Ka Mau Tonu te Whawhai Walker R. (2004). Ka mau tonu te whawhai. In Ka whawhai tonu matou – Struggle without end (pp. 344–366). Auckland, New Zealand: Penguin Books. Copyright © Ranginui Walker. Reading 2.4 Titiro Mai, Titiro Atu – Looking Near, Looking Far: Curriculum at Ōtaki Kindergarten Te One, S., Barrett, S. & Podmore, V., with Booth, C., Tawhiti, L., & Broughton, J. (2010). Titiro mai, titiro atu – Looking near, looking far: Curriculum at Ōtaki Kindergarten. In A. Meade (Ed.), Dispersing the waves: Innovation in early childhood education (pp. 41–48). Wellington, New Zealand: NZCER. Copyright © Ministry of Education. Reading 2.5 Tangata Whenua, Tangata Tiriti: Institutional Marae Penetito, W. (2010). Tangata whenua, tangata tiriti: Institutional marae. In What’s Māori about Māori education? (pp. 208–221). Wellington, New Zealand: Victoria University Press. Copyright © Wally Penetito. Reading 3.1 Pita Sharples Diamond, P. (2003). Pita Sharples. In A fire in your belly: Māori leaders speak (pp 177–215). Wellington, New Zealand: Huia. Copyright © Paul Diamond. Reading 3.2 Te Oranga o te Reo Māori Te Puni Kokiri. (2006). Te Oranga o te Reo Māori. In The history of te reo (pp. 2–6). Wellington, New Zealand: Author. Copyright © The Crown. Reading 3.3 Interpretations of Māori students achieving and enjoying educational success as Māori Averill, R., Hindle, R., Hynds, A., Meyer, L., Penetito, W., Taiwhati, M., Hodis, F., & Fairclough, S. (2014). “It means everything doesn’t it?” Interpretations of Māori students achieving and enjoying educational success as Māori. Set (2), 33-40. Copyright © NZCER Reading 3.4 Discourses of bicultural teacher education in Aotearoa, New Zealand: A Pākehā early childhood teacher explores her subjectivities Warren, A. (2013). Discourses of bicultural teacher education in Aotearoa, New Zealand: A Pākehā early childhood teacher explores her subjectivities. (Occasional Paper Series No. 1).Wellington, New Zealand: Te Tari Puna Ora o Aotearoa New Zealand Childcare Association. Copyright © Te Tari Puna Ora o Aotearoa. Reading 3.5 The History of te Reo Māori The history of te reo Māori. (2006). Retrieved June 30, 2011, from http://www.tetaurawhiri.govt.nz Copyright © Te Taura Whiri Te Reo Māori. Reading 3.6 ‘I’ve lost my voice’: A Look at the Role of Māori Language Competency and Accessibility in the Lives of Māori Tamariki in Compulsory Schooling O’Regan, H. (2010). ‘I’ve lost my voice’: A look at the role of Māori language competency and accessibility in the lives of Māori tamariki in compulsory schooling. In Kia tangi te tītī – Permission to speak (pp. 30–45). Wellington, New Zealand: NZCER Copyright © Paul Whitinui. Reading 3.7 Closing the Gaps Walker, R. (2004). Closing the gaps. In Ka whawhai tonu matou – Struggle without end. (pp. 319–339). Auckland, New Zealand: Penguin. Copyright © Ranginui Walker. Reading 3.8 The Critical Involvement of Fathers Flavell, E. H., & Tamati, A. (2009). The critical involvement of fathers. In A. Meade (Ed.) Generating waves, Innovation in early childhood education (pp. 39–51). Wellington, New Zealand: NZCER Press. Copyright © Ministry of Education. Reading 4.1 Introduction Ngata, A. (2005). Introduction. In Ngā Mōteatea: The songs: Part 1 (P. te H. Jones, Trans, pp. xxxiii–xxxvii). Auckland, New Zealand: Auckland University Press. Copyright © The Polynesian Society Inc. Reading 4.2 Titiro, Moko! Whakarongo, Moko! Speaking with Aunty Ada Haig, I. (1997). Titiro, Moko! Whakarongo, Moko! Speaking with Aunty Ada. In Mai i rangiātea: Māori wellbeing and development (pp. 39–45). Auckland, New Zealand: Auckland University Press. Copyright © Iranui Te Aonohoriu Haig. Reading 4.3 Rere Atu Taku Poi Ka’ai, T. (2008). Rere atu taku poi. In Ngoingoi Pēwhairangi: A remarkable life (pp. 82–99). Wellington, New Zealand: Huia. Copyright © Tānia Ka’ai. Reading 4.4 Researching Tiriti based practice Sadikeen, R., & Ritchie, J. (2009). Researching Tiriti based practice. Early Education, 45, 6–10. Copyright © Early Education. Reading 4.5 When You Educate a Woman, You Educate an Entire Generation Mutu, L. (2006). When you educate a woman, you educate an entire generation. New Zealand Journal of Educational Leadership, 21(1), 85–86. Copyright © NZJEL. Reading 4.6 Māori Identity Within Whānau: A Review of the Literature Moeke-Pickering, T. (1996). Māori identity within whānau: A review of the literature. Unpublished master’s thesis, University of Waikato, Hamilton, New Zealand. Copyright © Taima Moeke-Pickering Reading 4.7 Strengthening Indigeneity Through Whakapapa and Māori Pedagogy Williams, N. (2007). Strengthening indigeneity through whakapapa and and Māori pedagogy. Every Child, 13(2), 22–23. Copyright © Early Childhood Australia Inc. Reading 4.8 Pae Matatū: Sustaining the Māori Estate Durie, M. (2010). Pae matatū: Sustaining the Māori estate. Palmerston North, New Zealand: Massey University. Retrieved June 23, 2011, from http://www.massey.ac.nz/massey/ fms/manu-ao/documents/Pae%20Matatu%20-%20Sustaining%20the%20Maori%20 Estate.pdf Copyright © Massey University. Reading 4.9 Growing Raukura Soutar, B., & Te Whanau o Mana Tamariki. (2008). Growing raukura. In Dispersing waves: Innovation in Early Childhood Education. Wellington, New Zealand: NZCER Press. Copyright © Ministry of Education Reading 4.10 He Kapiti Hono, he Tātai Hono – We Are Guided by Ancestral Teachings and Examples Walker, R. (2009, June). He kapiti hono, he tātai hono – We are guided by ancestral teachings and examples. Paper presented at Te Hinatore Conference, Palmerston North, New Zealand. Copyright © Rita W alker.