Ngā hononga kura-whānau e puta ai ngā ihu o ngā ākonga Māori

Te Mana Kōrero: Relationships for Learning


Te Mana Kōrero includes scenes that provide the perspectives of a range of experts: whānau, teachers, principals, and other educators.

The quotes in the table below are some of the rich insights shared by these experts.

Some of the scenes provide examples of whānau–school engagement in practice and will be useful as you think about possible aims and actions in your school.





Relationships for learning

Educators and parents discuss the importance of building partnerships that are focused on learning.

“Whānau prepare their kids for the rest of their lives. School is not always going to be there. No matter what, school to me is short term, education forever.” –Jasmine Leach

Whānau involvement

At Hiruharama School, whānau and community engagement in school life includes participation in a hui to develop the strategic plan.

A weekly pānui tells parents what is going on at school and suggests ways parents can help their children learn.

Achievement information is shared honestly.

“I’m not the only one who’s invited, I’ve got a sister in Te Puia whose child goes to Te Puia School. My sister’s also invited. Do you see what I mean? It goes out to the extended whānau, aunties and uncles, cousins, whoever thinks they have something to contribute to the school is more than welcome to attend the strategic planning.” –Matekino Tuhura, Parent; Hiruharama School

The way forward

Keriana Tawhiwhirangi talks about how schools can get started on building deeper partnerships.

“If we want to improve how we engage with whānau, it’s important that we look at what our current situation is  … and say ‘This is what we want our engagement with whānau to look like’ …”


Recognising potential

Mason Durie talks about the difficulties in creating congruence between the expectations and aspirations of teachers and whānau.

“I think that the more the educational process is able to focus on the realities that the child lives in, whether it’s the cultural realities or the spiritual realities, then the more likely it is that there’d be some congruence between parents, whānau, and schools …”


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