Professor Mere A Berryman

Mere Berryman

Director of Poutama Pounamu


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:

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