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

Partnership learning: What to think about


At this stage of the inquiry cycle, school communities plan partnership learning opportunities that will support educationally powerful partnerships.

Such partnerships require time to develop, so it is best to think carefully about the current priorities for students and the related priorities for building relationships between teachers, school leaders, whānau, iwi, and the wider community.

This thinking will also have been done in the first stage of inquiry. Now it is time to agree on the first or next steps for learning that will lead to better engagement.

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 quote in the table below is intended as a “taster” of some of the rich insights shared by Professor Mason Durie in this particular scene. These insights may help you as you start to plan for partnership learning.




Shared responsibilities

Building deeper, ongoing relationships with whānau is a responsibility that must not be devolved to a lone Māori teacher.

“There’s a danger in expecting that Māori teachers will do everything, including engagement, which might be better done by the person who’s actually teaching the child.”    – Mason Durie.

Reflective questions

  • What kinds of partnership learning will build on our interactions and lead to educationally powerful partnerships?
  • What will we do that is different to what we did before?

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