Te puna wai ora, e tu atu nei e: Stand Up, Stand Strong and Be Proud

  • Mere Berryman
  • Katie Pennicott
  • Stan Tiatia
Living reference work entry


An indigenous, specifically Māori worldview is used as the foundation for a case study that describes the people and their relationships and interactions in one New Zealand primary school (ages 5–11). We contextualize this school and its people, within the education and schooling system since the introduction of a new leadership team in 2011. We consider how leaders, teachers, and whānau (family and extended family) have promoted contexts for learning to ensure Māori students can enjoy and achieve education success as Māori (Ministry of Education 2013). Leaders’ and teachers’ beliefs, and their principles for practice, are detailed alongside the changes in Māori students’ experiences. Finally, we consider these principles for practice in terms of their relevance for other indigenous and nonindigenous students. The case concludes in 2017 when, for the second successive year, the school became a finalist in the New Zealand, Prime Minister’s Excellence Awards in Education for teaching and learning.


Cultural relationships Responsive pedagogy Equity and excellence School reform 


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Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Te Kura Toi Tangata, Faculty of EducationThe University of WaikatoTaurangaNew Zealand
  2. 2.Invercargill Middle SchoolInvercargillNew Zealand

Section editors and affiliations

  • Sharon Nelson-Barber
    • 1
  • Zanette Johnson
    • 2
  1. 1.WestEd,CaliforniaUSA
  2. 2.Independent ResearcherHawaiiUSA

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