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 non-indigenous adult educa tors in the Ngāi Tūāhuriri tribal takiwā (territory) of Aotearoa (New Zealand) �

4 million people

650,000 Māori 30% under 15 years of age

< 8 fluent, 25% basicUnderstanding 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

Aotearoa- New Zealand

• Waitaha

• Ngāti Mamoe

• Ngāi Tahu

Ngāi Tuahuriri Rünanga

Te Taumutu Rūnanga

Te Rünanga o Rapaki

Te Rūnanga o Onuku

Wairewa Rünanga

Te Rünanga o Arowhenua

Te Rūnanga o Waihao

Te Rūnanga o MoerakiKäti Huirapa ki Puketeraki Rünanga

Te Rūnanga Otäkou Hokonui Rūnaka

Kaiköura Rünanga

Oraka Aparima Rünaka

Waihopai RūnakaAwarua Rünanga

Te R`unanga o Koukourarata

Te Rūnanga o Makawhio Inc

Kāti Waewae Rünaka

Te Waipounamu

Treaty EducationGovernment policyEducators 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 initiativesKa Hikitia-Māori enjoying educational success as Māori.

Tataiako-Cultural Competencies for Teachers of Māori Learners

Ka Hikitia & Tataiako

Government speak talks about raising Maoriachievement 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 P M M P

Background to workshopsThe primary purpose of these workshops is to introduce non-in digenous 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 leader ship 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 insti tutions, schools and centres are government funded Crown entities (i.e.Ngāi Tuāhuriri Treaty partners).

Workshop Design• 9am -3pm offered in school hours• Powhiri-Welcome ceremony• Kai-Morning Tea• Mihi-• Overview 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

EvaluationEducators

• 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 & responsibilitiesThe roles of women on the Marae, Māori women and leadership

Engaging students in learning – linking language, culture & identityWhile 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