Mere Berryman
Biographic Data
| ID | 3587483 |
|---|---|
| NAME | Mere Berryman |
| GIVEN NAMES | Mere |
| FAMILY NAME | Berryman |
| SIGNATURE | BERRYMAN M |
| AFFILIATIONS | University of Waikato |
| ORCID | 0000-0002-5337-4706 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 58 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Relational sensemaking
Recollections about procreation, by descendants of iwi (Indigenous tribes) in Aotearoa New Zealand, and authenticated writings from seminal Māori (Indigenous peoples of Aotearoa New Zealand) scholars reveal how relational sensemaking with babies may be understood by beginning with ancient creation pūrākau (narratives). Together, these ancient and contemporary pūrākau can inform a future that sustains our own culture and can be used as a basis for…
Blended professional learning
Despite a growing empirical base on blended teacher professional learning programmes, research into blended programmes aimed at transforming teachers’ culturally responsive practices has been limited. This article reports on a systematic literature review conducted to identify the characteristics of effective blended professional learning programmes supportive of teachers developing culturally responsive dispositions and practices within communit…
Mā Muri, Mā Mua
In this rangahau (research) Indigenous Māori in Aotearoa, New Zealand shared important understandings and practices related to their own experiences of conception, pregnancy, birthing, and babies. Simultaneously they showed us how research of this kind might be better undertaken. These understandings were confirmed and expanded upon in the literature, by seminal Māori scholars. Together, these contemporary rememberings and authenticated writings …
Triangulating Student, Teacher and Family Perceptions to Guide Theory-Based Reform for Engaging Indigenous Students
The racialized, historical legacy of colonization has resulted in intergenerational disparities for disproportionate numbers of Indigenous students across many parts of the globe. In Aotearoa New Zealand, several national school reform and policy initiatives have been undertaken to better improve the schooling system for our Indigenous, Māori learners. The development of walkthrough observations and surveys that ask students, their family members…
Whānau wellbeing
The role of mātua (fathers) in the parenting of their tamariki (children) is bound within cultural worldviews, values, norms and expectations. For pre-colonial Māori, the primal parents, Ranginui (Sky Father) and Papatūānuku (Earth Mother), not only provided an archetypical depiction of parenting, but established child rearing practices, whānau (familial and extended family) roles and responsibilities and the place of individuals, including tamar…
Whenua ki te whenua. Indigenous naming of the land and its people
This article reports the findings of the second stage of a three-year Marsden-funded research project entitled “Languaculture within Te Ao Māori: Learning from Infants, Whānau and Communities” and undertaken with Māori hapū in Aotearoa New Zealand. In the title of this article, we have used the phrase “whenua ki te whenua”, which refers to a Māori precolonial practice following childbirth of returning the whenua (here meaning “placenta”) to the w…
Unlearning colonial constructs
This article presents ancestral knowledge capable of indigenising and decolonising current constructs about conception, pregnancy, birth and infancy. This knowledge comes from the voices of Māori elders and whānau (parents and extended family) who live close to their ancestral marae (cultural meeting spaces). They recall important cultural understandings and practices from Te ao Māori (the Māori world) as they relate to their own experiences. Tod…
Understanding languaculture from an indigenous Māori worldview
This paper presents understandings from indigenous Māori kaumātua (elders both male and female) and whānau (parents and extended family members) from Aotearoa New Zealand. These people live in a close-knit hapū (subtribe) community close to an ancestral meeting space known as their marae. Their marae continues to be essential in the promotion of Māori knowledge, language and ways of being. Kaumātua and whānau recall important cultural understandi…
Student belonging
In this paper, we consider New Zealand’s education system to understand what can happen when we focus only on excellence and students reaching their potential, without simultaneously investing in their sense of belonging and wellbeing. National statistics suggest we are alienating and shortchanging an increasing number of students and, for disproportionate numbers of Indigenous students, these statistics are part of a world trend.The literature, …
Relational and Responsive Inclusion
The Centrality of Relationships for Pedagogy
Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community,…
Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance
Learning about inclusion by listening to Māori
Behavioural and learning difficulties experienced by students from minoritised cultural groups often arise because their cultural beliefs, values and preferred practices differ markedly from those of their teachers and their school. Research in New Zealand has shown that if inclusive education is to have real meaning for these students and their families, then their teachers and schools need to move towards pedagogies founded on relationships tha…
Te Kotahitanga
From Literacy in Māori to Biliteracy in Māori and English
Teachers and community in a small rural Māori-medium school in New Zealand were concerned that their students who were highly literate in Māori experienced difficulties in reading and writing in English on entry to secondary school (where English was the medium of instruction). Consequently, this school and community introduced a 10-week culturally appropriate home and school English reading and writing programme for their Year 6, 7 and 8 student…
Prediction of glycemic index for starchy foods
Associations between published values for glycemic index (GI) and chemical components were examined by regression analysis in 18 starchy foods. Independent variables were the amounts of protein, fat, phytic acid, and total dietary fiber (TDF) present in food portions containing 50 g available carbohydrate. GI was similarly and significantly correlated (P < 0.05) with TDF, protein, and phytate. When foods were considered as comprising two groups, …
Te Kotahitanga
The Centrality of Relationships for Pedagogy
Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community,…
Student belonging
In this paper, we consider New Zealand’s education system to understand what can happen when we focus only on excellence and students reaching their potential, without simultaneously investing in their sense of belonging and wellbeing. National statistics suggest we are alienating and shortchanging an increasing number of students and, for disproportionate numbers of Indigenous students, these statistics are part of a world trend.The literature, …
Learning about inclusion by listening to Māori
Behavioural and learning difficulties experienced by students from minoritised cultural groups often arise because their cultural beliefs, values and preferred practices differ markedly from those of their teachers and their school. Research in New Zealand has shown that if inclusive education is to have real meaning for these students and their families, then their teachers and schools need to move towards pedagogies founded on relationships tha…
Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance
Prediction of glycemic index for starchy foods
Associations between published values for glycemic index (GI) and chemical components were examined by regression analysis in 18 starchy foods. Independent variables were the amounts of protein, fat, phytic acid, and total dietary fiber (TDF) present in food portions containing 50 g available carbohydrate. GI was similarly and significantly correlated (P < 0.05) with TDF, protein, and phytate. When foods were considered as comprising two groups, …
From Literacy in Māori to Biliteracy in Māori and English
Teachers and community in a small rural Māori-medium school in New Zealand were concerned that their students who were highly literate in Māori experienced difficulties in reading and writing in English on entry to secondary school (where English was the medium of instruction). Consequently, this school and community introduced a 10-week culturally appropriate home and school English reading and writing programme for their Year 6, 7 and 8 student…
Te Kotahitanga
Learning about inclusion by listening to Māori
Behavioural and learning difficulties experienced by students from minoritised cultural groups often arise because their cultural beliefs, values and preferred practices differ markedly from those of their teachers and their school. Research in New Zealand has shown that if inclusive education is to have real meaning for these students and their families, then their teachers and schools need to move towards pedagogies founded on relationships tha…
Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance
The Centrality of Relationships for Pedagogy
Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community,…
Relational and Responsive Inclusion
Student belonging
In this paper, we consider New Zealand’s education system to understand what can happen when we focus only on excellence and students reaching their potential, without simultaneously investing in their sense of belonging and wellbeing. National statistics suggest we are alienating and shortchanging an increasing number of students and, for disproportionate numbers of Indigenous students, these statistics are part of a world trend.The literature, …
Unlearning colonial constructs
This article presents ancestral knowledge capable of indigenising and decolonising current constructs about conception, pregnancy, birth and infancy. This knowledge comes from the voices of Māori elders and whānau (parents and extended family) who live close to their ancestral marae (cultural meeting spaces). They recall important cultural understandings and practices from Te ao Māori (the Māori world) as they relate to their own experiences. Tod…
Understanding languaculture from an indigenous Māori worldview
This paper presents understandings from indigenous Māori kaumātua (elders both male and female) and whānau (parents and extended family members) from Aotearoa New Zealand. These people live in a close-knit hapū (subtribe) community close to an ancestral meeting space known as their marae. Their marae continues to be essential in the promotion of Māori knowledge, language and ways of being. Kaumātua and whānau recall important cultural understandi…
Whenua ki te whenua. Indigenous naming of the land and its people
This article reports the findings of the second stage of a three-year Marsden-funded research project entitled “Languaculture within Te Ao Māori: Learning from Infants, Whānau and Communities” and undertaken with Māori hapū in Aotearoa New Zealand. In the title of this article, we have used the phrase “whenua ki te whenua”, which refers to a Māori precolonial practice following childbirth of returning the whenua (here meaning “placenta”) to the w…
Triangulating Student, Teacher and Family Perceptions to Guide Theory-Based Reform for Engaging Indigenous Students
The racialized, historical legacy of colonization has resulted in intergenerational disparities for disproportionate numbers of Indigenous students across many parts of the globe. In Aotearoa New Zealand, several national school reform and policy initiatives have been undertaken to better improve the schooling system for our Indigenous, Māori learners. The development of walkthrough observations and surveys that ask students, their family members…
Whānau wellbeing
The role of mātua (fathers) in the parenting of their tamariki (children) is bound within cultural worldviews, values, norms and expectations. For pre-colonial Māori, the primal parents, Ranginui (Sky Father) and Papatūānuku (Earth Mother), not only provided an archetypical depiction of parenting, but established child rearing practices, whānau (familial and extended family) roles and responsibilities and the place of individuals, including tamar…
Blended professional learning
Despite a growing empirical base on blended teacher professional learning programmes, research into blended programmes aimed at transforming teachers’ culturally responsive practices has been limited. This article reports on a systematic literature review conducted to identify the characteristics of effective blended professional learning programmes supportive of teachers developing culturally responsive dispositions and practices within communit…
Mā Muri, Mā Mua
In this rangahau (research) Indigenous Māori in Aotearoa, New Zealand shared important understandings and practices related to their own experiences of conception, pregnancy, birthing, and babies. Simultaneously they showed us how research of this kind might be better undertaken. These understandings were confirmed and expanded upon in the literature, by seminal Māori scholars. Together, these contemporary rememberings and authenticated writings …
Relational sensemaking
Recollections about procreation, by descendants of iwi (Indigenous tribes) in Aotearoa New Zealand, and authenticated writings from seminal Māori (Indigenous peoples of Aotearoa New Zealand) scholars reveal how relational sensemaking with babies may be understood by beginning with ancient creation pūrākau (narratives). Together, these ancient and contemporary pūrākau can inform a future that sustains our own culture and can be used as a basis for…
Sociology (13 works) · Psychology (11 works) · Pedagogy (10 works) · Indigenous (8 works) · Education Systems and Policy (7 works) · Mathematics education (6 works) · Early Childhood Education and Development (5 works) · Gender Studies (5 works) · Indigenous Health, Education, and Rights (5 works) · Political science (5 works)