Professor Mere A Berryman
Director of Poutama Pounamu
Keywords
Assessment and Evaluation in Education; Culture; Education; Education Policy; Education Research; Inclusive Education; Indigenous Education; Leadership; Learning and Education; Maori Development and Education; Reform in Education; Te Kotahitanga; Teacher Education; Teacher Professional Learning/Development; Teaching and Learning
Qualifications: PhD, M Ed with first class honours, B Ed
Personal Website: https://poutamapounamu.org.nz/
Iwi: Ngāi Tūhoe, Ngāti Awa, Ngāti Whare
Papers Taught
About Mere
In my work, I aim to challenge the pervasive and historical discourses that perpetuate educational disparities for Māori students and disrupt these through school leadership and reform initiatives. In my research, I combine understandings from kaupapa Māori and critical theories and I have published widely in this field. In 2016, I was a recipient of the New Zealand Honour, Officer of the New Zealand Order of Merit for services to education and to Māori in education.
Research Supervised
Research Interests
Kaupapa Māori and Critical theories; Culturally Responsive Methodologies; Relational and Responsive inclusion; School and Home-community relationships; Cultural Relationships for Responsive Pedagogy.
Recent Publications
Berryman, M., Kay Rameka, L., & Mauria Togo, T. (2022). Unlearning colonial constructs: conception, pregnancy, birth and infancy. AlterNative, 18(1), 173-181. doi:10.1177/11771801221088931
Berryman, M. (2020). Teacher-student relationships. In Oxford Bibliographies. Oxford Press. doi:10.1093/OBO/9780199756810-0232
Townsend, T., Berryman, M., Gurr, D., & Drysdale, L. (2020). Leadership for learning in diverse settings: School leaders setting the agenda. In J. Hall, A. Lindorff, & P. Sammons (Eds.), International Perspectives in Educational Effectiveness Research (pp. 327-359). Springer. doi:10.1007/978-3-030-44810-3_12
Berryman, M., & Eley, E. (2019). Student belonging: critical relationships and responsibilities. International Journal of Inclusive Education, 23(9), 985-1001. doi:10.1080/13603116.2019.1602365
Find more research publications by Mere Berryman