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ARTICULATING A MĀORI EDUCATOR’S
PEDAGOGICAL CONSTRUCTS:
A CO-CONSTRUCTED
CASE STUDY |
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Willfred Greyling, Kiri Waitai |
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Centre for Foundation Studies, Waikato Institute of
Technology,
Hamilton, New Zealand
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Abstract
We agreed, as a non-Māori manager and a Māori educator, to use personal construct
theory (PCT) methods to articulate and reflect on the second author’s (SA’s)
pedagogical meaning-making which she had intentionally aligned with a tikanga
Māori approach to teaching a mixed group
of non-Māori and Māori learners on a new – and by all accounts successful -
foundation-level programme, Te Tuapapa
Hauorafirm foundation
in health). We elicited SA’s
pedagogical constructs, using four role titles she was positively disposed to,
and four she viewed as opposites. We included SA’s choice of 10 constructs in a
repertory grid. Her ratings allowed us to generate grid-based probes for
reflecting on her pedagogy. We analysed post-grid interview data, identifying
several key themes in her meaning-making which were consistent with key factors
perceived as enabling Māori learners’ success (Chauvel & Rean, 2012). We
arrived at a dual outcome: a co-constructed account of SA’s tikanga Māori
pedagogy and an exemplar of how educators could use repertory grid analysis for
reflective purposes.
Keywords: Māori values,
constructs, elicitation, repertory grid
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About the authors
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 Willfred Greyling, literacy- and
numeracy-embedding manager at Waikato Institute of Technology, has an interest
in personal construct theory methods in promoting reflective practice among
educators in vocational and foundation-level training. He is also a research
associate of the Department of English, University of the Free State, South
Africa.
Email: Wilfred.Greyling@wintec.ac.nz
 Kiri Waitai, senior academic staff member at Waikato
Institute of Technology, has taught the Māori language and protocols in various
contexts and has been involved in writing the institute's Māori Capability
Framework. As a Foundation level educator, she initiated the foundation level
Māori stream, Te Tuapapa Hauora, at the institute. Kiri is also the most recent
winner of the Dr Hare Puke Māori Leadership Scholarship which has enabled her
to represent Wintec at the International Education Conference in New York.
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Greyling, W., Waitai, K. (2016). Articulating a Māori educator’s pedagogical
constructs: a co-constructed case study.
Personal Construct Theory & Practice, 13, 50-65, 2016
(Retrieved from http://www.pcp-net.org/journal/pctp16/greyling16.pdf)
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