Māori Flexible Learning Spaces (FLS)
Te Wāhi Ako Ngāwari
He ngāwari te wāhi ako, kia ngāwari ai te ako
Hei tautoko i ngā kura Māori ki te ako i te reo me ngā tikanga Māori
Kia ora and welcome to our Marsden research project online. He kaupapa rangahau nā te Pūtea Mātenga (Marsden Fund) o te RSNZ/Te Apārangi e tautoko ana ā-pūtea, mai i te 1/7/22 ki te 30/6/25.
Ngā Pātai Rangahau:
E rapu ana tēnei rangahau kia mōhio:
E hia ngā FLS kei roto i ngā kura Māori i tēnei wā?
Ko ēhea kura Māori e whakarite ana kia hanga i (t)ētahi FLS, a ngā marama/tau e heke mai nei? He pēhea te huarahi?
Pēhea te haere o te mahi ako/whakaako i te reo me ngā tikanga Māori, tae atu ki te Mātauranga Māori me te ao Māori, i roto i te FLS?
Me ētahi atu kaupapa / kōrero e hiahia ana ngā whānau o te kura kia hōmai.
A kura Māori for the purposes of this research is defined as ‘a
school with a Māori identity’ being either Kura Kaupapa Māori, or
another form of immersion or bilingual school, or a school with a
90%+ Māori roll.
A Flexible Learning Space (FLS) is a new form of ‘loose-fit’ interior
teaching space that is technology-rich, with large open spaces,
permeable boundaries, and furnishings that emphasise student
comfort, health and flexibility. FLS are very topical in education at
the present time, but very little research has been done into the
use of FLS in kura Māori, and whether and how FLS can support
Māori aspirations in education. This research begins to fill that gap.
Te whakarāpopotonga (summary/abstract) mai i te tono pūtea rangahau:
Flexible Learning Spaces (FLS) in kura Māori (schools with Māori identities) make a productive context for exploring how te reo and Mātauranga Māori can be better integrated into the lives of staff and students in schools and classrooms. This work fits under the umbrella of a Māori-centred form of biculturalism in education, which includes bilingualism and is consistent with Kaupapa Māori principles. This proposal describes one of the first empirical studies focusing on FLS in kura Māori, following a Kaupapa Māori research approach, and inverting the logic of most mainstream FLS research. The term ‘spatial justice’ recognizes that social power relations are reflected in all aspects of inhabited spaces, including schools. Māori identities have likewise been distorted or deleted from school
curricula and environments. Combining concepts of FLS,
school-based marae, and a ‘wide’ concept of curriculum,
we will explore a category of ‘Māori FLS’ as agents of
teaching and learning within te ao Māori (Māori worldview)
frameworks. We will collect data using national surveys,
followed by interviews and ethnography in a representative
sample of kura, and consultations with experts, supported by
literature and theoretical work. We will process the data
collected using numeric, thematic, narrative and critical
discourse analytical strategies.
Associate Professor Georgina Tuari Stewart (Principal Investigator)
Dr Valance Smith (Associate Investigator)
Associate Professor Amanda Yates (Associate Investigator)
Associate Professor Leon Benade (Associate Investigator)
Dr Alastair Wells (Associate Investigator)
Dr Chien Ting (Part-Time Research Assistant)
Contact details: maorifls[at]gmail[dot]com
Ipurangi / Pānuitanga:
Herewini, L., Hāwera, N., & Cowie, B. (2021). Te Puna Mātauranga Kiritoa: Teachers’ Collective and Individual Resilience in a Māori Modern Learning Environment. In N. Wright & E. Khoo (Eds.), Pedagogy and Partnerships in Innovative Learning Environments: Case Studies from New Zealand Contexts (pp. 189-205). Springer Singapore. https://doi.org/10.1007/978-981-16-5711-5_10
Herewini, L., & Haawera, N. (2020). Māku anō e hanga, i toku nei whare - I will build my own house. http://www.tlri.org.nz/tlri-research/research-completed/school-sector/m%C4%81ku-an%C5%8D-e-hanga-i-toku-nei-whare-i-will-build-my-own
Lee, J. B. J. (2012). Marae ā-kura: Tracing the birth of marae in schools. set: Research information for teachers, 2, 3-11. https://doi.org/10.18296/set.0375
Lee, J. B. J. (2012). Understanding the pedagogy of school-based marae: A culturally responsive learning context in secondary schools. http://www.tlri.org.nz/tlri-research/research-completed/school-sector/understanding-pedagogy-school-based-marae-culturally
Lee, J. B. J., Pihama, L., & Smith, L. (2012). Marae ā-kura: Teaching, learning and living as Māori: summary report. http://www.tlri.org.nz/sites/default/files/projects/9283_summaryreport.pdf
Nelson, E., & Rehu, M. (2021). Culturally Located Learning: The Potential of ILEs for Māori Student Success. In N. Wright & E. Khoo (Eds.), Pedagogy and partnerships in innovative learning environments: Case studies from New Zealand contexts (pp. 291-309). Springer. https://doi.org/10.1007/978-981-16-5711-5