Insights: Whanaungatanga as a foundation for engagement and inclusion

Ake foregrounds ako—mutual teaching and learning—by sharing her own learning journey and inviting tauira to introduce themselves, modelling reciprocal respect and recognising the knowledge students bring. This foundation of trust enables risk-taking and supports critical thinking through culturally grounded discussion.

• Personal whakapapa (stories) and structured pair or small-group introductions to establish ako
• Tangible props (toys, kete or baskets of items) for students to illustrate and perform written stories, reducing anxiety
• Comfort checks before reading aloud or translating aloud, with alternative tasks offered
• Universal Design for Learning (UDL) principles are applied – e.g., audio recordings are available at adjustable speeds, scheduled breaks are offered, and disclosure of learning needs for tailored support is encouraged
• Creative portfolios replacing tests: students present stories in chosen formats (animations, websites, clip art) and submit a grammar-analysis reflection
• High-trust extension policy in line with Guidelines for Coursework Extension: deadline extensions granted on request without evidence

• A strong community of care, with students more willing to participate
• Reduced language anxiety and greater confidence in written and oral tasks
• Diverse, creative portfolios, showcasing learner choice
• Increased Stage 2 enrolments following completion of Ake’s Stage 1 course

Note: Whanaungatanga arises through genuine, ongoing relationships—it cannot be fully captured by a short set of steps. These suggestions are simply small starting points.

1. Nurture whanaungatanga. Start by sharing your own whakapapa or pepehā (introduction) and invite tauira to do the same in pairs or small groups, then actively listen and affirm their backgrounds and aspirations to build trust and belonging.
2. Begin with storytelling. Invite colleagues or students in any discipline to share brief personal or professional narratives (e.g., a researcher’s first experiment, a designer’s early sketch).
3. Use discipline-relevant props. Incorporate models, simulations, case cards or artefacts that lower barriers to participation (e.g., mini-models in engineering, thematic texts in literature).
4. Embed UDL principles. Provide resources in multiple formats (video/audio transcripts, slide decks), allow variable playback speeds, schedule regular breaks, and invite students to flag support needs.
5. Rethink assessment. Replace or complement exams with creative artefact portfolios (lab notebooks, design showcases, reflective journals) that honour student choice and depth of understanding.
6. Adopt a high-trust policy. Offer flexible deadlines without onerous evidence requirements to demonstrate respect for students’ wider commitments.
7. Lower affective filters. Use low-stakes, playful tasks (games, role plays, quick-write prompts) to build confidence before formal assessment.