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Tash Stumpf's blogs

  • PROACTIVE LEADERSHIP

    I think that a proactive leader would work towards finding out what is working and what is not working to help raise student achievement especially for our Maori and Pasifika students.

     

    Glen believes this is supported by being proactive to include wider community action which has a huge impact on the respect given from a multi-cultural perspective.

     

    Glenda says proactive leadership is the same as shared leadership which is the same as shared ownership.  With shared ownership of the operational and social systems within a school, this will no doubt add a richness of contribution to school achievement for our Maori and Pasifika students.

  • NGATI POROU GATE

    If leadership actions became more focused on an ever growing and changing affirmation of Maori and Pasifika quality then our Maori students in particular would be seen as achieving alongside their pakeha peers in education.

    Such as when our ancestors came here on Waka, they navigated using the stars and built communities catering for the needs of their culture, the colonials came and took that away and changed the expectations of achievement and what was once seen as Maori achieving was no longer relevant.  If we put more emphasis on what is important to Maori and Pasifika then surely we would be heading in the right direction.

     

    As Ngati Porou we are fortunate to have many Gifted and Talented Tipuna for us to base our teaching and learning styles around.  Starting with what was taught and how it was taught such as Pakiwaitara (Aural Traditions) Tikanga, and whakapapa.

  • BALANCE AND FOCUS

    Allison gave us the quote from Waitere (Brown, Clark, gilling & Waitere, 2008) defines bi-culturalism as “an aspirational and a relational space, built on hope, a vision of a particular social, cultural and political arrangement with inter-relationships between peoples, structures, processes and practices” (p.67) which resonates throughout all the posts.

     

    Graham spoke of the operational and social systems within each school.  He went on to explain what they were and emphasised that social is by far the most important and also left to chance.  After reading about the different events happening in Allison’s school it is clear that most schools try their best to cater for the different cultures.   But is there the contact with whanau and communities about their aspirations for the students and are these aspirations given effect to by the school or are they just there as the token gesture.  Is this why Maori and Pasifika student achievement is still a big issue within our education system?

     

    Is there balance and focus between the NZ Curriculum and the aspirations of the whanau and communities around the school?

  • CHANGING ACTIONS AND BELIEFS

    In summary I think what has been said is your beliefs change your actions while others believe that actions will change beliefs. 

     

    Tamia’s quote “without knowledge people are not able to shape their beliefs” it really got me thinking about what it is that I believe.  At first I thought that I would have to change my beliefs before my actions would change.  After reading this specific quote it made me understand the perspectives of others and how different and diverse all our beliefs are. 

    Even though we are basically saying the same thing.  I think what has come out of this discussion is the cyclic way that our beliefs and actions run. Beliefs are shaped right from when we are born and our upbringing, the communities we grew up in, our culture and ethnicity our religion and our socio economic backgrounds.  

     

    At the end of the day there is no right or wrong, we all need to make it about the tamariki we teach.  With experience and new knowledge our existing beliefs will either be confirmed and our actions stay the same or our beliefs will shift and thus make a shift in actions.