The stories on this page give examples of the insights, learning, and outcomes for practice Pedagogical Leaders and their services gained. I kept trying and I got superpowers!
This is one of the primary reasons for research in this area. The sudden and unexpected loss of an infant is a devastating experience for people of all ethnic and cultural backgrounds, and all ethnicities experience and respond to the SIDS experience in unique and culturally specific ways.
This discussion employs and discusses some of these beliefs and values in ways that enable us to examine the understandings more closely. The principles of tapu and mana in particular are explored as a means of developing understandings. Research processes involved in qualitative social science investigation are integral to both the direction and dynamics CramPyett of research projects in terms of their impact on participants and on the eventual outcomes and findings of the study.
This has led to a negative stance towards research and researchers in many indigenous settings CramHumpheryJahnke and TaiapaSmith One result of the negative stance, particularly in the investigation of sensitive topics, has been non-involvement by these communities, and in many cases this has served to further disadvantage them Abel et al.
It goes further to provide possibilities for creativity and innovation within a framework that is responsive, reflective and accountable. The project investigated the contextual processes and practices within which SIDS is experienced by parents and caregivers. The research is both conceptual and experiential, and this discussion has been freely and liberally interspersed with excerpts from our field notes about our own experiences in this project.
In its very broadest sense tapu refers to the sanctity or restriction of something or someone, and mana refers to the inherent power of something or someone. With the concept of tapu it is possible to talk of tapu o and tapu i.
Our understanding is that tapu o refers to the sanctity of someone or something that stems from the divine or spiritual realm — a faithfulness — and tapu i refers to a sanctity that has been grown over time Shirres This same principle can be applied to mana, where mana o is derived from mana atua and mana i is derived from mana tangata.
Those things or people that have mana or tapu atua are created or born with this, while mana tangata and tapu tangata are strengthened or weakened depending on the acts of the various parties Barlow We therefore have tapu atua, which is the precursor to mana atua.
Based on our actions or those of our relations our tapu tangata and mana tangata is enhanced or reduced depending on our activities. Based on this it is apparent that, in relation to people, sensitivity can be considered anything that deals with the tapu and mana of something, but most commonly with people.
In matters of death, health and the human body, the researcher will encounter important issues around tapu and mana. When a baby dies suddenly without apparent cause, as is the case in SIDS which is in effect a default diagnosis that accounts for unexplained deathall of these factors converge to create situations of the highest sensitivity.
Not only does it evoke the sacred territory of death but it is also particularly poignant for its implications for the living and future generations.
The research processes that were adopted feature a close collaboration among MSP field and academic research staff.
The design was developed in consultation among the parties and implemented by the research team paying close attention to both the cultural and emotional aspects of conducting research in a sensitive area such as the unexplained death of an infant. In this way the mana is with the participants, while the validity of the project and the insights it has gathered are enhanced and authenticated Cram Discussion among the academic researchers supported the development of a grant application to the Health Research Council that was duly framed and once funded was brought to a meeting of the entire MSP team, where it was endorsed for action.
From earlier investigations McCreanor et al. At an MSP team quarterly meeting, a project overview and guidelines in draft form were presented so that protocols covering selection, recruitment and support of participants could be negotiated.
The interview model, support services to the participants during and after the interviews, koha to the participants for their time and contribution to the research, and the contributions of research team members were discussed and agreed upon.
A key feature was the sharing of research roles between the MSP researchers and the academics, such that the former managed all aspects of participant involvement on the basis of ongoing care relations while the academic researchers gathered and analysed the data.
The entire team collaborated in the interpretation of findings through the circulation of draft papers and discussion at two research hui. The relationships and networks established by the MSP care workers within the context of their professional practice and the services they deliver to SIDS families were paramount to the effectiveness of the recruitment and data collection processes.
The research could not have proceeded without this commitment and support from the MSP. The remaining sections of the paper report on some key themes, drawn from research diaries kept by the interviewers, that came to structure our experience of carrying out the research project within the framework outlined above.
The data that were originally conceived of as personalised reflections came to provide a useful reflexive tool for the research process, contributing to the ability of the research team to keep both researchers and participants safe and to monitor aspects of our research approach.
|References - M||The stories on this page give examples of the insights, learning, and outcomes for practice Pedagogical Leaders and their services gained. I kept trying and I got superpowers!|
|During this period she has also provided several keynotes and lectures in New Zealand including:|
|Example of effective practice:|
|Te Ao Māori » Te Whāriki Online||The message in these reports is clear:|
The use of field notes has allowed us to describe and elaborate on some of the more subtle nuances, cultural and otherwise, and the contexts within which some of these themes occur. Why am I agreeing to do this? Although this will be challenging emotionally it is positive with potential to be positive for our people.
I am also in the privileged position of having the skills and training to make a difference where others may not, the iwi is bigger than the individual. The first steps were through the mihimihi process at a critical first meeting and formed the basis for positive outcomes, but we needed to show the MSP team who we were and what we had to offer.
The ancestors of those people that we are travelling to meet and mine will possibly reunite through our meeting today. If they trust me this will enhance our relationship and this will also enhance the activities that may stem from a positive first encounter.
We enter the room where we will start our hui. I am conscious of my behaviour as the encounter process begins.Ms Penehira has extensive knowledge and experience in Maori Education and in particular in the areas of Te Kohanga Reo, Early Childhood Education and Special Education.
new life is made possible by the old.” 15 In a comprehensive discussion of Maori concepts titled 'He Hinatore Ki Te Ao Maori: A Glimpse Into The Maori .
The New Zealand Curriculum is a statement of official policy relating to teaching and learning in English-medium New Zealand caninariojana.com principal function is to set the direction for student learning and to provide guidance for schools as they design and review their curriculum.
In te ao Māori, the concept of ako means both to teach and to learn. It recognises the knowledge that both teachers and learners bring to learning interactions, and it acknowledges the way that new knowledge and understandings can grow out of shared learning experiences.
A range of effective teaching and learning approaches are represented that promote a change in thinking, and develop students’ and teachers’ action competence for sustainability.
Images that can be interpreted as symbols for co-operation, inquiry, and experiential learning are part of the Toitū te Ao. Te Ao Maori: The Maori World () bilingual book and DVD by Rapata Wiri, Reed Pub. The culture, arts, tour of meeting house – large, captivating photos.
The culture, arts, tour of meeting house – large, captivating photos. An introduction to Te Ao Māori for New Zealand local government elected representatives to improve understanding and awareness of: Māori culture and beliefs.