Tōku whare kōrero - Wahkohtowin 2014
Lynne Harata Te Aika
Ngāi Tahu, Ngāti Awa, Te Whānau-ā- Apanui
Head of School Aotahi: Māori and Indigenous Studies
University of Canterbury lynne-harata.teaika@canterbury.ac.nz
Tōku whare kōrero:
Indigenous long houses as places
for the re-education of nonindigenous adult educators in the
Ngāi Tūāhuriri tribal takiwā (territory)
of Aotearoa (New Zealand) †
Aotearoa- New Zealand
4 million people
650,000 Māori
30% under 15 years of age
< 8 fluent, 25% basic
Understanding of the langauage
Ngāi Tahu tribe
50,000 on tribal register
Less than 1% of Ngāi Tahu fluent in
Te Reo Maori
25% have a very basic understanding of
the language
3-5 generations of language loss
Te Waipounamu
• Waitaha
Kāti Waewae Rünaka
Te Rūnanga o Makawhio Inc
 Kaiköura Rünanga

• Ngāti Mamoe

 Te Rünanga o Arowhenua
 Te Rūnanga o Waihao
• Ngāi Tahu
 Te Rūnanga o Moeraki
 Käti Huirapa ki Puketeraki Rünanga
 Te Rūnanga Otäkou
Oraka Aparima Rünaka

 Hokonui Rūnaka
 Waihopai Rūnaka
 Awarua Rünanga
 Ngāi Tuahuriri Rünanga
Te Rünanga o

Rapaki
Wairewa Rünanga
 Te R`unanga o Koukourarata
 Te Rūnanga o Onuku
 Te Taumutu Rūnanga
Treaty Education
Government policy
Educators may complete a 1-2
day treaty workshop but it is not
mandatory across all teacher
training providers and government
institutions. Only the University of
Canterbury has compulsory treaty
workshops.
Recent government initiatives
Ka Hikitia-Māori enjoying
educational success as
Māori.
Tataiako-Cultural Competencies
for Teachers of Māori Learners
Ka Hikitia & Tataiako
Government speak talks about raising Maori
achievement but does not situate the
context of learning in place or environment.
Has some good values and intent but could
be happening anywhere in the world.
The treaty partners voice is missing.
P
m
PM
M
P
Background to workshops
The primary purpose of
these workshops is to
introduce non-indigenous
educators to their local tribal
community and for them to
learn about the tribe’s
stories of place, tribal
histories and culturally
significant sites.
For Ngāi Tuāhuriri, these
workshops were an important
step in building their own
capacity to take a leadership
role across all sectors of local
education providers.
In their tribal region, there are
numerous adult/tertiary
education providers, over 160
schools, and more than 300
early childhood centres.
Almost all of these institutions, schools and centres are
government funded Crown entities (i.e.Ngāi Tuāhuriri Treaty partners).
Workshop Design
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9am -3pm offered in school hours
Powhiri-Welcome ceremony
Kai-Morning Tea
MihiOverview of tribal history of how our sub-tribe came to settle in the
area
Significant sites
Group work-retelling stories of significance
Lunch
Questions & Answers
Protocols on the marae and in the classroom
Waiata-songs
Next steps
Evaluation
Educators
• Beginning introductory
contact-positive experience.
• Want everything delivered
to them but need to learn
about reciprocity and
relationship building.
• Need to work with senior
leaders, managers and
governors to make sure
they are leading by example
• Vertical geographical
community clusters
Tribal community
• Building capacity
• Sustainability-One new
programme and resource at a
time.
• Succession planning Essential to train others so
there is a pool of facilitators
• Need to educate our own
whānau (families) at the same
time –parallel development.
• Next steps
Opportunities/Challenges/Tensions to be navigated
• Post quakes greater awareness of place based pedagogy
and willingness to engage in interaction with their local
Māori community
• Government funding versus self-funding for professional
development
• Tribal corporate leadership versus local subtribe initiatives
• Continue to build tribal capacity and leadership- implement
and deliver our priorities in education not just what Crown
agencies want.
• Treaty education in partnership; what does this mean in
contemporary settings: identity, language and culture
programmes.
• Is this the same or different in Canada?
Next steps-What participants asked for from one workshop.
More stories linked to whakapapa (genealogy) connections that we can share with our
Māori learners – links to their ancestors
Online interactive resources
Strategies to engage whānau (families)
Building relationships with whānau(families) – what are effective strategies?
The Pōwhiri – more learning opportunities, is Pōwhiri reserved for the Marae?
Pōwhiri at schools i.e. opening of new buildings?
Whaikōrero – a workshop on roles & responsibilities
The roles of women on the Marae, Māori women and leadership
Engaging students in learning – linking language, culture & identity
While we have had the experience of being welcomed onto the Marae, how can we
provide an authentic experience for our children?
Sharing Maori research & knowledge to grow school leadership