The Stories we tell

How to link our stories to others?

Abstract

Using the intersecting stories of two 19th Century individuals, Wiremu Tamehana and Joshia Firth, i argue that Place-Based Education offers a sensetive and inclusive way of using New Zealand Teaching Council’s  Tātaiako: Cultural competencies for teachers of Māori learners.

A Ngāti Hauā instigator of Place-Based Education suggests that its “Multi-generational” perspectives can align with “geology, ecology, sociology, politics” (Penetito, 2009, p.7) in differing dynamics.  My 2 stories offer many of these elements. Teachers can begin with simple’ questions like ‘Where am I?’ ‘What is the nature of this place?’ ‘What sustains this community?’(Manning, 2012)”  can support  ways to hear differing, often conflicting histories  about the soil, its uses and values in sustaining their peoples.

The prime value is to the teachers, learning about the depth and richness of their communities.