Ka mua, ka muri - Looking back to move forward: Culturally conscious support for kaimahi/tauira as whole persons in the educational system
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Other Title
Authors
Dai, Hua
Toki, Lynda
Toki, Lynda
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2024-12-08
Supervisors
Type
Conference Contribution - Oral Presentation
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Aotearoa
New Zealand
student engagement
inclusive education
cultural responsiveness
higher education
mindfulness in education
New Zealand
student engagement
inclusive education
cultural responsiveness
higher education
mindfulness in education
ANZSRC Field of Research Code (2020)
Citation
Dai, H. W., & Toki, W. L. (2024). Ka mua, ka muri - Looking back to move forward: Culturally conscious support for kaimahi/tauira as whole persons in the educational system. ATLAANZ Journal -The Journal of the Association of Tertiary Learning Advisors Aotearoa/New Zealand, 7 (1), 1-12. https://doi.org/10.26473/ATLAANZ.2024/005
Abstract
Education and culture are an inseparable pair that have fascinated many scholars including the primary author of this article to explore. But what does this really look like in the tertiary learning advisor’s role, and the practice of a Māori kuia, kaitiaki of their Marae, who also provides pastoral care to students and staff? This article re-presents the authors’ practice of whole-persons approach to student success, which they delivered at tertiary learning advisors’ conferences in NZ and overseas in 2022. In our practice as a learning advisor and a pastoral care giver at the tertiary institute, we naturally (due to our cultural beliefs and upbringing) perceived of ourselves and students as whole persons. We call our practice “Educational Mindfulness”- acknowledging all participants in education are teachers/students on their life journey of fulfilment – where education is a phase they go through as part of their journey, alongside their homeland with original cultures, and the land they stand on right now - Aotearoa, NZ; as all play a part in their success. The culture of the land kaimahi/tauira are standing on connects their past with their future. This article introduces Māori and ancient Chinese ways of whole-person education and provides readers with examples of mindfulness education in practice, including its transformative impact on students. It is hoped that fellow learning advisors will gain a deeper understanding through the examples which demonstrate what Educational Mindfulness is, and apply this approach to their work as well. It argues that culture is an integral part of education because it is an integral part of identity for educators and students alike, and education is supported by the culture of the land where the education takes place.
Publisher
Auckland University of Technology
Permanent link
Link to ePress publication
DOI
https://doi.org/10.26473/ATLAANZ.2024/005
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