Reflective entry 4: State the research question(s), and explain how the question(s) have been developed and how they relate to a Kaupapa Māori approach to knowledge gathering and community priorities

Throughout this reflective process, I have been able to clarify and refine my thinking regarding my research topic and explore areas within my practice that need to be refined in order to remove barriers for all learners. Having been through this process, I now feel it is appropriate to identify my research question. I knew from the research I had done on my community (stakeholders) that it needed to be focussed on developing critical thinking (knowledge construction) and collaboration. I knew my intended audience was my year 1/2 students and their whānau. My focus needed to be evidence-based and future skills focussed, hence my desire to use the ITL Research 21st Century Learning Design Rubrics (ITL Research, 2012). Further to this, I wanted it to be holistic across the curriculum and set within a learner inquiry focus on energy. Prior to settling on the words to use I wanted to ensure that my topic appropriately embodied a Kaupapa Māori approach to knowledge gathering and our community priorities.

Wehipeihana (2019, p. 21), defines Kaupapa Māori as being “concerned with both methodology (a process of enquiry that determines the methods used) and method (the tools that can be used to produce and analyse data)”. Moeke-Maxwell (2015), suggests the following should be at the heart of the research process; Māori participation within the research process; Māori partnership within the research process; Protection of Māori within the research process. It is therefore important that I ensure this kaupapa is embodied throughout my research question and subsequent research.

According to Rangahau (n.d). the potential of Kaupapa Māori is based upon a number of elements or principles:

Tino Rangatiratanga - The Principle of Self-determination
Taonga Tuku Iho - The Principle of Cultural Aspiration
Ako - The Principle of Culturally Preferred Pedagogy
Kia piki ake i ngā raruraru o te kāinga - The Principle of Socio-Economic Mediation
Whānau - The Principle of the Family Structure
Kaupapa - The Principle of Collective Philosophy
Te Tiriti o Waitangi - The Principle of the Treaty of Waitangi
Ata - The Principle of Growing Respectful Relationships

I used the following research question template accessed from The Mind Lab, which has been adapted from Riel (2018), to support the development of my research question and its connections with a Kaupapa Māori approach to knowledge gathering.


Adapted from Riel, M. (2018, Sept 10).T8-Analyzing Data. [video file]. Retrieved from https://www.youtube.com/watch?v=MkNQJUzmkrI​

By using this template I was able to make sense of the ideas swirling around in my mind and ideate a clear and measurable research question; If I use collaborative digital tools how will it affect critical thinking (knowledge construction) and collaboration in my Year 1/2 priority learners?

This research question and methodology embodies the following Kaupapa Māori principles from Rangahau (n.d);

Tino Rangatiratanga - The Principle of Self-determination (Rangahau, n.d).

The research question makes connections with Tino Rangatiratanga by allowing learners to have autonomy, control and independence to choose digital tools that work best for them from their perspective. Learners authentic voice is what will guide the selection and use of these tools. For the students to make substantive decisions about content, form or product, the technology needs to be quite flexible in the ways it could be used. From a knowledge gathering and research methodology viewpoint, Tino Rangatiratanga is enacted by allowing learner agency and control over participation and outcomes through the research topic.

Taonga Tuku Iho - The Principle of Cultural Aspiration (Rangahau, n.d).

The question makes connections with Taonga Tuku Iho by allowing learners to bring their own knowledge and understanding of the world to the concepts of critical thinking (knowledge construction) and collaboration and having their knowledge validated in its own right. From a knowledge gathering and research methodology viewpoint, Taonga Tuku Iho reminds me of the need to ensure that Māori learners are able to achieve educational success as Maori and as such the assessment indicators that are used should be reflective of Te Ao Māori worldview. I will need to be constantly vigilant to ensure that the ITL Research 21st Century Learning Design Rubrics (ITL Research, 2012), indeed achieve this outcome and adapt them as appropriate.

Whānau -  The Principle of Extended Family Structure
Ata - The Principle of Growing Respectful Relationships (Rangahau, n.d).

The research question makes connections with Whānau and Ata by allowing students to collaborate with each other by using collaborative digital tools built on respectful relationships. The ability to work collaboratively acknowledges the relationships that learners have to one another and to the world around them. Effective collaboration will be built off a foundation of strong relationships throughout the research topic, between learners, between myself and the learners, and between whānau. By modelling engagement with whānau by including them as equal partners in the research topic, it is hoped that my learners see whakawhanaungatanga in action.

I believe this research question embodies a Kaupapa Māori approach to knowledge gathering and community priorities. I now believe I am in a research-informed position to embark on the development of a plan that shows how I would lead this research question through its implementation.

References

ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://www.academia.edu/34212053/21CLD_Learning_Activity_Rubrics

Moeke-Maxwell, T. (2015. Sep 7). Dr Tess Moeke-Maxwell discusses Kaupapa Maori research. [Video]. Retrieved from https://www.youtube.com/watch?time_continue=2&v=yHfEXqBcBig&feature=emb_logo

Rangahau (n.d). Principles of Kaupapa Māori. Retrieved from http://www.rangahau.co.nz/research-idea/27/

Riel, M. (2018, Sept 10). T8-Analyzing Data. [video file]. https://www.youtube.com/watch?v=MkNQJUzmkrI

Wehipeihana, N. (2019). What’s working for Māori? A Kaupapa Māori perspective on the responsiveness of the Integrated Safety Response pilot to Māori - Synthesis Evaluation Report. https://www.justice.govt.nz/assets/Documents/Publications/nOD858un-Kaupapa-Maori-Report.pdf