Creating a classroom tiriti with young learners: A pathway to understanding te Tiriti o Waitangi
This is a reflection on Riverdale Primary School’s approach to teaching Te Tiriti o Waitangi using a student-centred, inquiry-based framework. Over a 10-week inquiry in the Pae Ake classroom (Year 2 & 3), students explored Te Tiriti o Waitangi not only as a historical document but as a living a...
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| Format: | Article |
| Language: | English |
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Tuwhera Open Access Publisher
2024-12-01
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| Series: | New Zealand Journal of Teachers' Work |
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| Online Access: | https://ojs.aut.ac.nz/teachers-work/article/view/642 |
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| _version_ | 1850132499746783232 |
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| author | Kerry Bradshaw Travis Pike Sarah Ruawai Angelique Reweti |
| author_facet | Kerry Bradshaw Travis Pike Sarah Ruawai Angelique Reweti |
| author_sort | Kerry Bradshaw |
| collection | DOAJ |
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This is a reflection on Riverdale Primary School’s approach to teaching Te Tiriti o Waitangi using a student-centred, inquiry-based framework. Over a 10-week inquiry in the Pae Ake classroom (Year 2 & 3), students explored Te Tiriti o Waitangi not only as a historical document but as a living agreement with ongoing cultural and societal significance. As part of this learning, they created their own classroom tiriti, using the experience to engage with principles of democratic processes, leadership, and to immerse themselves in learning about tikanga Māori. The project incorporated practical activities, including developing negotiation skills, learning to compromise, working collectively, clearly communicating expectations, and participating in a ceremonial signing. This approach helped students build meaningful connections with the values and cultural foundations of Te Tiriti o Waitangi, while enhancing their understanding of the diverse relationships, worldviews, and perspectives involved in its creation. By integrating lessons with interactive classroom experiences, this reflection illustrates how student-centred inquiry can foster understanding of Te Tiriti o Waitangi’s ongoing relevance, supporting bicultural learning in an Aotearoa New Zealand primary school context. Riverdale Primary provides an example of how student-centred inquiry can create inclusive and culturally responsive educational practices, fostering connections between students, their community, and the principles of Te Tiriti o Waitangi.
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| format | Article |
| id | doaj-art-93ae7a8bfd914276ada7bc4c303fa050 |
| institution | OA Journals |
| issn | 1176-6662 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Tuwhera Open Access Publisher |
| record_format | Article |
| series | New Zealand Journal of Teachers' Work |
| spelling | doaj-art-93ae7a8bfd914276ada7bc4c303fa0502025-08-20T02:32:11ZengTuwhera Open Access PublisherNew Zealand Journal of Teachers' Work1176-66622024-12-0121210.24135/teacherswork.v21i2.642Creating a classroom tiriti with young learners: A pathway to understanding te Tiriti o Waitangi Kerry BradshawTravis PikeSarah RuawaiAngelique Reweti0Ngāpuhi This is a reflection on Riverdale Primary School’s approach to teaching Te Tiriti o Waitangi using a student-centred, inquiry-based framework. Over a 10-week inquiry in the Pae Ake classroom (Year 2 & 3), students explored Te Tiriti o Waitangi not only as a historical document but as a living agreement with ongoing cultural and societal significance. As part of this learning, they created their own classroom tiriti, using the experience to engage with principles of democratic processes, leadership, and to immerse themselves in learning about tikanga Māori. The project incorporated practical activities, including developing negotiation skills, learning to compromise, working collectively, clearly communicating expectations, and participating in a ceremonial signing. This approach helped students build meaningful connections with the values and cultural foundations of Te Tiriti o Waitangi, while enhancing their understanding of the diverse relationships, worldviews, and perspectives involved in its creation. By integrating lessons with interactive classroom experiences, this reflection illustrates how student-centred inquiry can foster understanding of Te Tiriti o Waitangi’s ongoing relevance, supporting bicultural learning in an Aotearoa New Zealand primary school context. Riverdale Primary provides an example of how student-centred inquiry can create inclusive and culturally responsive educational practices, fostering connections between students, their community, and the principles of Te Tiriti o Waitangi. https://ojs.aut.ac.nz/teachers-work/article/view/642Te Tiriti o WaitangiInquiry-based learningTreaty educationStudent-led learning |
| spellingShingle | Kerry Bradshaw Travis Pike Sarah Ruawai Angelique Reweti Creating a classroom tiriti with young learners: A pathway to understanding te Tiriti o Waitangi New Zealand Journal of Teachers' Work Te Tiriti o Waitangi Inquiry-based learning Treaty education Student-led learning |
| title | Creating a classroom tiriti with young learners: A pathway to understanding te Tiriti o Waitangi |
| title_full | Creating a classroom tiriti with young learners: A pathway to understanding te Tiriti o Waitangi |
| title_fullStr | Creating a classroom tiriti with young learners: A pathway to understanding te Tiriti o Waitangi |
| title_full_unstemmed | Creating a classroom tiriti with young learners: A pathway to understanding te Tiriti o Waitangi |
| title_short | Creating a classroom tiriti with young learners: A pathway to understanding te Tiriti o Waitangi |
| title_sort | creating a classroom tiriti with young learners a pathway to understanding te tiriti o waitangi |
| topic | Te Tiriti o Waitangi Inquiry-based learning Treaty education Student-led learning |
| url | https://ojs.aut.ac.nz/teachers-work/article/view/642 |
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