2. Kaupapa Māori

It is important to honour Te Tiriti o Waitangi. This inquiry needs to address Te Noho Kotahitanga and Kaupapa Māori :

Te Noho Kotahitanga 

Rangatiratanga - The principle that Māori have authority over and responsibility for all teaching and learning relating to the Māori dimensions of knowledge.

Any new strategies for learning need to be seen in the light of manaakitanga, acknowledging the kaupapa of the teacher and classroom.  While this is particularly so in the rumaki classroom, respect for each classroom's protocols or kaupapa needs to be acknowledged by everyone. Because of this, it would not be appropriate to mandate that particular strategies are used in any particular learning space.  

"Self -regulating" implies having authority over your own work so fits well with the concept of rangitiratanga.  

However, I need to consult with our rumaki kaiako and our haukainga, Te Roro o Te Rangi about how this relates to Māori dimensions of knowledge and what the Māori  cultural  expectation is about learning in and about this kaupapa.

Wakaritanga - Each partner has a legitimate right to be here, to speak freely in either language, and to put its resources to use for the benefit of all.
This is about this consultation and ensuring that anything that is trialled in the school is discussed with both kaiako rumaki and the haukainga.  It is about acknowledging the legitimacy of the ideas that they bring to the discussion as well.

Kaitiakitanga - (The school) accepts responsibility as a critical guardian of knowledge.
The inquiry will value the history and stories of our local haukainga and those of the students of all cultures in the school.  This must also include perspectives of what is knowledge to be shared with students.

Mahi kotahitanga - A spirit of generosity and co-operation will guide all actions.
In conducting this inquiry, there need to be no predeterminations about what will work.  The views of all parties need not only to be accepted but actively sought.

Ngakau Mahaki -  Value for  each partner's heritage and customs, current needs and future aspirations.  Māori and Pākehā working together.
We want all learners, of both cultures, to develop self-regulating learning dispositions that suit their individual learning needs.  This includes addressing the key competencies (Ministry of Education, 2007, p.12), so that our students understand each other's cultures and can participate in the different discourses without feeling uncomfortable or that they don't belong.   

Kaupapa Māori

Tino Rangatiratanga -The Principle of Self-determination (as for te Noho Kotahitanga)

Taonga Tuku Iho - The Principle of Cultural Aspiration

We will acknowledge that the Māori way of doing things is valid and important.  That is already acknowledged in our area and school.

Ako Māori - The Principle of Culturally Preferred Pedagogy

While this inquiry is a result of a hypothesis, based on peer reviewed research (Hyde, 2016), it needs to acknowledge that in te ao Māori, self-regulated learning might not be the answer. 


Kia piki ake i ngā raruraru o te kainga - The Principle of Socio-Economic Mediation

In this context, socio-economic mediation means equity for all learners.  This may mean looking more closely at the needs of priority groups, such as Māori and Pasifika.Equity by concentrating on priority learning groups,

Whānau - The Principle of Extended Family Structure

The inquiry must acknowledge the importance of whānau  in the kaupapa of the learning environment and that our learning environment extends outside of the walls of our school and into the homes of our whanau and the marae of our haukainga.

Relationships are paramount - the concept of whakawhanaungatanga - and relationships need to be nurtured in finding out how to make all of our learners self regulating.

Kaupapa - The Principle of Collective Philosophy

The findings of the inquiry will add to the kaupapa, or collective understanding, of what helps the learners of our haukainga and wider school community.

Te Tiriti o Waitangi -The Principle of the Treaty of Waitangi

There are different ways  the partnership inherent in te Tiriti o Waitangi should be recognised: self regulating learners need to be able to feel comfortable and act appropriately in each other's cultural discourses;  our haukainga need to be consulted during the focussing and teaching part of the inquiry; our haukainga have the right to have input in any school-wide decisions that come about as a result of the inquiry. 

Ata - The Principle of Growing Respectful Relationships
Ata, is a principle that embraces two of the areas of self regulation that will be investigated as part of the inquiry: controlling emotions and group and team work.  Pohatu (2004) unpacks the concept (Rangahau, 2016). The learner looks metacognitively at the components of relationship building.

References:

Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media.

Pohatu, T. (2004). Ata: Growing respectful relationships. He Pukenga Korero, 8(1), 1:8

Rangahau. (2016). Principles of kaupapa Māori. Retrieved from  http://www.rangahau.co.nz/research-idea/27/

Unitec. (2016). Our partnership. Retrieved from http://www.unitec.ac.nz/maori/who-we-are/our-partnership

Vohs, K. D., & Baumeister, R. F. (Eds.). (2011). Handbook of self-regulation: research, theory, and applications. New York: Guilford Press.