EFECTOS EXTERNOS Y SUS POSIBLES SOLUCIONES (EXTERNALIDADES)

I approached four teachers informally, either directly in person or by telephone, to propose what was at that time ‘a research idea’. A colleague also referred two teachers whom she thought might be interested in the proposed research. As I discussed the research ‘idea’ with each participant, we decided that research participants must:

1. Self-identify as Māori;

2. Be an experienced teacher working within English-medium primary school settings.

Formal contact was initiated with the six teachers following ethical approval of this research by the University of Waikato’s Faculty of Education’s Ethics Committee (January, 2012) as well as by my successful research proposal presentation (April, 2012). I emailed each teacher a copy of the research proposal and invited them to participate in the study. As each teacher responded to my request, I then emailed an introductory letter (see Appendix B) overviewing the proposed timing, participant and researcher responsibilities for the research study. We negotiated dates, times and venues to meet together after they confirmed their participation in the project (see Appendix C). With each teacher’s knowledge and consent, I also telephoned and emailed an information letter to their respective

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school principal as a courtesy to inform them of the teacher’s decision to participate with the research project (see Appendix D). The schools’ principals were all supportive of the research project and of the teacher’s research participation.

The following section provides a brief description of participants’ personal and professional whakapapa (see Appendix E). The participants introduce themselves briefly. Their hapū (sub-tribes) and iwi (tribal) affiliations (see Appendix F), years of experience as teachers and their tertiary teaching qualifications are included in each personal introduction. The inclusion of their teaching qualification is to acknowledge their respective academic achievements. The italicised texts are drawn directly from the individual and/or collaborative hui kōrero (focused conversations) transcripts. Participants chose their own pseudonyms for the purpose of the research study.

1. Ara

Kia ora e te whānau, ka nui ngā mihi ki a koutou katoa. My father hailed from England, born in Clapham London. My mum, born and bred in Te Araroa te Tairawhiti, her father was from Paeroa so when I talk about ‘ōku iwi’ I talk about Ngāti Porou and Ngāti Tamaterā. I was born in Taranaki, moved from there to Pōneke [Wellington] with my family, over then to Wairoa and finally to Invercargill.

Ara is of Ngāti Porou and Ngāti Tamaterā descent. She is a Resource Teacher: Learning and Behaviour (RTLB) and works itinerantly with classroom teachers and school leaders across a cluster of English-medium primary and high schools. Ara is the only participant who went straight from high school into tertiary studies. She is an experienced classroom teacher and has been teaching for 26 years. Ara completed a BA in Māori studies, and a Diploma of Teaching at the University of Canterbury. She then completed a Postgraduate Diploma in Education at the University of Auckland.

72 2. Rose

I grew up in Auckland, my mother came from Hokianga and my dad from Rotorua and Te Puke. I was one of those little ones that when my nannies got together with my aunties, I sat there and would whakarongo [listen] to all the history that was going on. I still have a lot of memories of what they talked about when they were sitting in the sunroom in my nanny’s whare [house], gathering together, having a kōrero [conversation] about the past.

Rose is of Ngā Puhi and Te Arawa descent. She has been teaching in English- medium primary schools for 16 years. Rose completed her Bachelor of Education and Diploma of Teaching at the University of Waikato in the Māori-medium (rūmaki) initial teacher education programme. She enrolled and completed her teaching qualification as a mature learner.

3. Hugh

I did grow up in Nuhaka. I was the last generation of kids who lived in the [name] homestead [before moving to board at an English-medium secondary school in a large urban town].

Hugh is of Ngāti Kahungunu descent, raised in Nuhaka. Hugh has been teaching in English-medium primary schools for 20 years. He is also an RTLB who working across a cluster of primary and secondary schools. Hugh completed a Bachelor of Education at the University of Auckland as a mature student.

4. Mere

Kia ora koutou te whānau, te mea tuatahi he mihi ki te whare e tū nei, ka nui te aroha i roto tēnei whare, whare aroha tēnei whare whaea me te whānau hoki… I come from Waingaro, my line over there is the [family name] line. I am Waikato and Maniapoto. I am a mother of five and a grandmother of seven.

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Mere is of Waikato and Ngāti Maniapoto Iwi. She has been teaching in an English-medium primary school for nine years. Mere entered tertiary studies as an adult student and completed a Bachelor of Education at Te Whare Wānanga o Raukawa.

5. Terina

Mihi mahana ki a koutou. My dad’s from Pipiwai in the North, my mum is from Rotorua, Te Arawa. I was born in Rotorua but I have lived in Auckland all my life.

Terina is of Ngā Puhi and Te Arawa descent. Also an adult tertiary student, Terina completed her Bachelor of Education at the University of Auckland and has been teaching in English-medium primary schools for 13 years.

6. Deb

I always head to the north because that’s where my mother comes from. My grandmother is from the [family name] line up there and my grandfather is a [family name]. He is half Tarara, Croatian, and half Māori. My father’s tūpuna hail from Te Kuiti…my grandfather was Chinese and my grandmother was Māori from Te Kuiti.

Deb is of Ngā Puhi and Ngāti Maniapoto heritage. She has been teaching full-time in an English-medium primary school for 13 years. Deb is the lead teacher for the school’s junior syndicate. She completed her Bachelor of Education at the University of Auckland. With study leave support, Deb also completed a Postgraduate Diploma in Education at the University of Auckland.

Rose and Mere had taught in the same English-medium primary school prior to this research study and knew each other. The two RTLB Ara and Hugh, were positioned within the same cluster of schools and worked within a team of 26 other RTLB. Ange and Deb taught at different English-medium primary schools and did not know each other or any of the participants prior to this study. Similarly, Rose and Mere as well as Ara and Hugh were ‘strangers’ to each other

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as well. All participants were positioned in schools located within the same Auckland region.