Ko te manu e kai ana i te miro, nōna te ngahere, ko te manu e kai ana i te mātauranga, nōna te ao.
The forest belongs to the bird who feasts on the miro berry, the world belongs to the bird who feasts on education.
Mātauranga Māori forms part of our unique identity as Aotearoa New Zealand. Mātauranga Māori is born of this place – by virtue, it is a foundational part of our identity. Whether you’re moving up into leadership roles or out onto the global stage, mātauranga Māori is inherent to our educational contexts. Kaiako, whānau and the wider education community can stand firmly in leadership or on the world stage, representing Māori and non-Māori learners, when we realise equal status for mātauranga Māori as our shared foundation.
Watch or listen to these resources and find supplementary resources to support your learning journey.
Ko te manu e kai ana i te miro, nōna te ngahere, ko te manu e kai ana i te mātauranga, nōna te ao.
The forest belongs to the bird who feasts on the miro berry, the world belongs to the bird who feasts on education.
Mātauranga Māori forms part of our unique identity as Aotearoa New Zealand. Mātauranga Māori is born of this place – by virtue, it is a foundational part of our identity. Whether you’re moving up into leadership roles or out onto the global stage, mātauranga Māori is inherent to our educational contexts. Kaiako, whānau and the wider education community can stand firmly in leadership or on the world stage, representing Māori and non-Māori learners, when we realise equal status for mātauranga Māori as our shared foundation.
Watch or listen to these resources and find supplementary resources to support your learning journey.
Webisode 7 – Strategic direction and leadership
In this webisode you’ll learn:
- how Board of Trustees can implement Mana ōrite mō te mātauranga Māori in strategic direction
- how Tumuaki (Principals) can manage the implementation of Mana ōrite mō te mātauranga Māori
- how Senior Leadership staff can support the implementation of this change.
In this webisode you’ll learn:
- how Board of Trustees can implement Mana ōrite mō te mātauranga Māori in strategic direction
- how Tumuaki (Principals) can manage the implementation of Mana ōrite mō te mātauranga Māori
- how Senior Leadership staff can support the implementation of this change.
[ Video Resource ]
- Title: Strategic direction and leadership
- Description: We discuss how strategic direction and leadership is crucial to ensure sustainable change for Mana ōrite mō te mātauranga Māori.
- Video Duration: 13 minutes
- Video URL: https://player.vimeo.com/video/773997947?h=c34dbfd1fa
- Transcript: English Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. This is a package of tools designed to support sector readiness by educating the educators. We’ve heard what you’ve said. You want practical applications for the classroom and more kōrero around Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. You as valued educators
English
Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. This is a package of tools designed to support sector readiness by educating the educators. We’ve heard what you’ve said. You want practical applications for the classroom and more kōrero around Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. You as valued educators, iwi representatives and whānau members of ākonga Māori across the country are key to the success of this kaupapa and the implementation of this change. Our future generations will benefit from the foundation laid today, and we sincerely hope that these resources will support your transition into this new space. So haere mai, come along with us as we unpack the second change priority Mana ōrite mō te mātauranga Māori - Equal status for mātauranga Māori, Māori knowledge concepts. music playing over title Welcome to the seventh instalment in the web series entitled ‘Strats for the P’s, B’s and SLT’s.’ In this webisode, we will discuss how strategic direction and leadership is crucial to ensure sustainable change for Mana ōrite mō te mātauranga Māori. It requires a collective effort from charter to classroom, ensuring governance and management is aligned and a clear action planned married with a theory of change. Nō reira, mātakitaki mai, whakarongo mai, ākona mai, whakamahia atu. The whakataukī here conveys the importance of leading thoughtfully as we implement these changes. Ko te kai a te rangatira, ko te kōrero. The food of leaders is discussion and communication. Our education system is made up of various components of leadership. They all contribute from the charter to the classroom to ensure Mana ōrite mō te mātauranga Māori Equal status for mātauranga Māori is infused within the day-to-day operations of a kura. Everyone has a key part to play in this leadership and all are dependent on the other. So let’s begin with the Board of Trustees. Jeanne Kerr is an experienced Board of Trustees member and provides a number of suggestions with regards to strategic direction and advice to Tumuaki. music playing What do you believe is the role of the BOT during this change process? JEANNE KERR BEGINS So I think the role of the Board of Trustees is really to provide that strategic overview, strategic leadership to the kura so that they work closely with who they need to work with. With the tumuaki, with the kaimahi, with the kaiako, you know with the whānau, the community that’s involved. It’s about sort of knowing as well what does mātauranga Māori look like in terms of the curriculum as well and how do we ensure that that forms part of the kura make up. It’s about looking at your Māori community that surrounds the kura, that’s part of the kura, the whānau that make up the kura and of course it’s about looking at your iwi, your hapū that are within that rohe that your kura are in and forging that relationship and making sure that that’s a relationship with integrity, a relationship that you know it shows that you are willing to work together and really sort of you know ensure that your Māori communities, that your ākonga Māori that are in your kura can sort of reach their potential as well and do as well as they could do. Like all students but yeah but really in terms of the treaty it’s that partnership that we really need to have as a Board of Trustees with iwi, with Māori and those that are sort of within our communities. music playing How can the BOT support school wide leadership to implement mātauranga Māori? So I think for Board of Trustees in terms of how they might support the leadership of the school to implement mātauranga Māori You know I think firstly you’ve got to look at have you got the right people in the right places? Are they able to offer their skills and experience to be able to implement that mātauranga Māori? Really important I think for your Board of Trustee members to understand what mātauranga Māori is and you know not just what it is but an appreciation of what that looks like in a kura. So get your Board of Trustee members on board with understanding it make sure you got the right people in the right places who have that knowledge of mātauranga Māori and that knowledge will be contextualised to the rohe that you’re in, or should be contextualised to that rohe and working with that iwi. And then it’s sort of about implementing it throughout you know the curriculum and having those wānanga that you have to have with whānau, with kaiako, or with anyone that you need to make sure that you do it properly - kia tika kia pono. JEANNE KERR ENDS The strategic direction of a kura and its leadership is essential to make certain that change for Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori is sustainable. A whole school approach with all stakeholders will ensure that from charter to classroom - this process is a smooth one. There are also a number of strategic considerations a Principal must consider when undertaking the management of this change. music playing What are the challenges Tumuaki need to consider when implementing mātauranga Māori? BOB STILES BEGINS I think it’s having your staff and your community on board first of all your Board of Trustees. So making sure everyone knows what the plan is even if they don’t always necessarily agree with it, that they’re consulted and then you lead the journey. The challenge is you have to learn alongside your staff and make sure that you’re out the front leading the journey, showing the way. Initially you’re working with your, the mana whenua and your local hapū that you’re getting the stories that are from here that you’re not putting other versions of peoples stories into your school even if they’re from a nearby place, make sure that you’ve got exactly the right information that you need to start off with and develop that initial relationship with them and then from there you can start to spread the learning into your school and make sure your teachers are on board with the tikanga, not just the reo but the tikanga as well so they learn and little steps and guide them and support them on the way through. music playing What are some key pieces of advice you would give another tumuaki introducing implementing mātauranga Māori? Build the relationship first of all with mana whenua or the hapū or even the if you haven’t got anybody to talk to the Ministry of Education there’s really strong people within there that can support you, and work out a plan. What are the things you need to cover? So if you need to have the appropriate resourcing and the time to do it properly, make sure you plan for that and you lead it as a Principal is the most important piece of advice and if you do have strong Māori people on your staff that’s wonderful but you keep the relationship going with mana whenua and make sure that you appear at the marae and you talk with people. BOB STILES ENDS Now, leading this change is no easy task but if you have the right strategies in your kete, it can definitely be made easier. Having a kete of strategies that are fit for purpose will remove potential barriers mitigating risk and ensure a smooth transition to upholding Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori in your kura. Tumuaki are unable to achieve such a huge feat on their own. Ehara taku toa i te toa takitahi. Senior school leaders are an extension of principals and therefore also have a key part to play in this change. So, let’s hear now from Rebecca Early, a non-Māori Deputy Principal of Hamilton Girls High School who is leading the charge of ensuring Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori is unapologetically prioritized in their kura. music playing In your opinion, what considerations do senior leaders need to have when leading staff into the unfamiliar space of mana ōrite mō te mātauranga Māori? REBECCA EARLY BEGINS Several considerations when leading in this space in particular, probably first and foremost consideration is engaging both the heart and mind of kaiako to lead them through this change. So that’s the, the question is how do you do it? A really good place to start is: does our kaiako want to serve our ākonga? So if we hear from their voice and share it with our kaiako that will start to prompt change not just the mind making the change. Sitting alongside that the heart is really key as well. Also, as a leader in this space and with your team potentially you need to sort of gauge how are we going to make this change because change, to truly affect change you need to destabilize the status quo. So, how are you going to do that? Are you going to go through the consensus building route? Or are you going to challenge the norms and be a bit more aggressive in your approach? But a savvy leader will navigate that context and culture And they’ll know when to lean in and when to back out in that context. Another key consideration when leading this change is very much going with a curious lens and a humble lens. You’re entering a space that has a history behind it and being mindful of that. So, that’s a really key part is the humility your bring and also walking the talk and showing respect and modelling what you would like to see your kaiako do. music playing How do we enable non-Māori to lead change? To lead, I can speak on behalf of a non-Māori leading in this space and first and foremost is looking around your kura for resourcing first and foremost but also your kāhui ako if you’re involved with one and sharing resources across a kura are really key I think a key part of being a great leader, is walking the talk so if part of this journey is learning te reo, share that journey with your kaiako and model that and what it’s like and the challenges around it and being courageous in your vulnerabilities is quite a key part here. Also as a leader it’s mindful of the space you’re navigating so we’re all exemplifying ako and we’re learning in a space that is not ours and as a non-Māori leader and we need to be respectful and humble and show humility. A key way is saying less and listening more is a key skill to take into that space. REBECCA EARLY ENDS A supporting resource, ‘Leadership Coaching Toolkit’, accompanies this webisode and is a useful reminder of key skills required when leading this change. In this toolkit you will find helpful tips on active listening, how to encourage staff, keep an open mind and how to be consistent. Your leadership in this change period is pivotal for its sustainable success. Trust in the process, lead with vulnerability, courage and humility with your eyes focussed on the end goal.
Te Reo Māori
Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori. Koia tēnei ko tētahi kete rauemi hei manaaki i te takatū o te rāngai mā te whakaako i ngā kaiako. Kua āta rongo mātou i ā koutou whakahau. E tōminatia ana ko ētahi rauemi ā-ringa nei mō te akomanga, otirā, ko ētahi anō whitinga kōrero mō runga i te Mana ōrite mō te mātauranga Māori. Ko koutou te pū e eke ai ngā whakahounga o te kaupapa, anā nei ko koutou anō hoki ngā kaiwhāngai i te mātauranga, ngā māngai o ngā iwi, ngā whānau o ngā ākonga Māori, huri noa i te motu. Mō ngā reanga tonu o āpōpō ngā hua o ēnei mahinga tūāpapa e takoto i te rangi nei me tō mātou manako pū, he āwhina ka puta i ēnei rauemi e māmā ake ai ō hīkoitanga i te ara hou kei mua i te aroaro. Nō reira, haere mai, kia kotahi te whiu o te hoe, ka tirohia e tātou te wāhanga whakahounga tuarua mō runga i te Mana ōrite mō te mātauranga Māori. ngā puoro me te taitara Nau mai rā, ka horahia te kaupapa e huaina nei ko ngā ‘Strats mō ngā P’s, B’s me ngā SLT’s.’ E haere ake nei, ka kōrerohia te whakahirahira o te rautaki whakamua me te hautūtanga e mau roa ai ngā whakahounga e hāngai ana ki te Mana ōrite mō te mātauranga Māori. Me mahi ngātahi, mai i te tūtohinga ki te akomanga, e kotahi ai te taha kāwana me te taha whakahaere, me tōna mahere mārama e tuia nei ki tētahi ariā whakahou. Nō reira, mātakitaki mai, whakarongo mai, ākona mai, whakamahia atu. Tā te whakataukī nei, he kōrero i te whakahirahira o te āta hautū ki ngā ara o ēnei whakahounga. Ko te kai a te rangatira, ko te kōrero. Tō tātou ao mātauranga, he hua nō ngā tini aho o te hautū. I takea mai ēnei hua i te tūtohinga ki te akomanga e eke ai te Mana ōrite mō te mātauranga Māori Kei ngā wāhi katoa o ngā mahi kura katoa tēnei mea te Mana ōrite mō te mātauranga Māori. He kawenga tā te katoa ki te hautū, ā, e kore tētahi e ora, ki te kore ko tētahi. Me tīmata ake me te Poari Taratī. He niho roa a Jeanne Kerr ki te ao Poari Taratī, he kaitohutohu hoki a ia mā ngā tumuaki, arā, me pēhea te rautaki whakamua. ngā puoro He aha ki ō whakaaro te wāhi o te BOT ki tēnei tukanga whakahou? KA TĪMATA A JEANNE KERR Ki a au, ko tā te Poari Taratī, he whakatakoto i te titiro whānui, i te rautaki whakamua mō te kura kia mahi ngātahi ai rātou me ngā tāngata e hāngai mai ana. Inā rā, ko te tumuaki, ngā kaimahi, ngā kaiako, ngā whanau me te hapori. Te mea hoki, me mōhio hoki ki te hanga o te mātauranga Māori i roto i te marautanga, ā, me pēhea hoki tērā e whāngai i te āhua o te kura. Ko te titiro hoki ki ngā hapori o tō kura, ngā whānau o te kura otirā, ko te titiro anō rā ki ngā iwi, ngā hapū hoki o roto o te rohe e tū nei tō kura, ka tuituia ai te whanaungatanga me rātou kia pono ai taua whanaungatanga, e mahi ngātahi ai ngā taha e rua e mōhio ai hoki koe, he huarahi ka whakatakotoria hei whai mā ō hapori Māori, mā ō ākonga Māori e puāwai ai ō rātou pitomata. Āe rā, ko ngā tauira katoa, āe, engari mehemea ka tirohia te tiriti, koia ko te ngātahitanga, me āta whai e te Poari Taratī me ngā iwi, me te iwi Māori tae atu ki ngā whānau katoa o ō tātou hapori. Ngā puoro Me pēhea te BOT e tautoko ake i te hautū whānui a te kura ki te whakaū i te mātauranga Māori? Ki ōku whakaaro, mō ngā Taratī, me pēhea rātou e tautoko ake i ngā kura ki te whakaū i te mātauranga Māori Tuatahi ake, me titiro, āe rānei kua tohua ngā tāngata tōtika ki ngā tūranga tika? Ka taea rānei e rātou te āwhina atu ki te whakaū i te mātauranga Māori? He mea nui, me mōhio ō mema Taratī ki te mātauranga Māori me mōhio hoki, ke pēhea ōna āhua ki tētahi kura. Tēnā, āwhinatia ō mema Taratī kia mōhio ai rātou ki te mātauranga Māori me whakatūtū ko ngā tāngata tōtika ki ngā tūranga tika, kua mōhio kē rātou ki te mātauranga Māori, ā, e whai horopaki ai taua mātauranga ki tōu anō rohe, ka mahi ngātahi ai rānei me ngā iwi o taua rohe Kātahi ka raranga haere i te marautanga, ka wānanga ai i ngā kaupapa me ngā whānau, ngā kaiako a wai ake rānei e tutuki ai ngā mahi – kia tika kia pono. KA MUTU TĀ JEANNE KERR He mea nui rawa atu te rautaki whakamua me tōna hautū mō te kura e eke ai ngā whakahounga mō te Mana ōrite mō te mātauranga Mā te whai kotahi a te kura katoa me ngā wāhanga whai mana katoa e māmā ai te tukanga – mai i te tūtohinga ki te akomanga. Tērā anō ngā whiriwhiri rautaki e āta whakaarotia ai e tētahi Tumuaki, ka tīmata ake āna whakahaere mō ēnei whakahounga. Ngā puoro He aha ngā wero hei whakaarotanga mā te Tumuaki, ka tiritiria ana ko te mātauranga Māori? KA TĪMATA A BOB STILES Ki ōku whakaaro, me hoe tahi ō kaimahi, tō hapori me tō Poari Taratī i te waka. Me mōhio hoki te katoa, e hoe ana ki whea ahakoa, he wā tōna kāore te katoa e whakaae tahi, ko te kaupapa kē, he mea kōrero rātou e koe, ā, ka tukuna te waka ki te wai. Ko te wero, me ako tahi koe me ō kaimahi, ka kōkiri whakamua hei arataki i a rātou. Tuatahi ake, kua mahi ngātahi koe me te mana whenua me ngā hapū, kia homai e rātou ngā kōrero ake o te whenua rā, kia noho ai ko ērā kōrero pūrākau hei tūāpapa mō te kura ahakoa, nō tētahi kārangaranga hapū ētahi kōrero, me tika ngā pūrākau me ngā kōrero mai i te tīmatanga rā anō kātahi ka whakaū i aua tūhonohonotanga me rātou, ā, ka whakatōtō haere i ngā mātauranga ki tō kura heoi anō, āwhinatia ō kaiako me ngā tikanga, kaua ko te reo anahe, engari me mōhio ki te tikanga, kia ako tahi ai koutou, he tapuwae iti, ka tapuwae nui ā tōna wā. Ngā puoro He aha ētahi kōrero āwhina e tuku ai koe ki tētahi tumuaki, i a ia ka whakatō i te mātauranga Māori? Mātua rā, whakatūria ngā tūhonohonotanga me te mana whenua, te hapū rānei, ki te kore rānei tētahi atu, me kōrero ki te Tāhuhu o te Mātauranga Inā rā, he tāngata mōhio kei reira e taea te āwhina atu i a koe. He aha ngā momo āwhina e hiahiatia ana? Nō reira, mehemea e rapu ana koe i ngā rauemi hei whakatutuki māu, me takoto tō mahere, māu hoki, mā te Tumuaki te kaupapa hei kōkiri Koia te mea nui, ka pai hoki mehemea he kaimahi Māori āu, engari, me tiaki tonu ngā tuhonohonotanga me te mana whenua, ā, ka kanohi kitea koe ki te marae, ka kōrerorero hoki ki ngā whānau. KA MUTU TĀ BOB STILES Nā, ehara i te mea he māmā noa iho te hautū i ēnei whakahounga, engari, ki te whāia ngā rautaki tika ki tō kete, ka taea e koe. Ki te whāia ngā rautaki tika ki tō kete, ka ngahoro ngā mōrearea e māmā ake ai te ara e eke ai te Mana ōrite mō te mātauranga Māori. Tē taea e te Tumuaki me tōna kotahi anahe tētahi maunga teitei. Ehara taku toa i te toa takitahi. Kei ngā kaiako matua o te kura tētahi wāhi nui o te mahi, he kawekawe anō rātou nā te tumuaki. Tēnā, me huri ināianei ki te whakarongo atu ki a Rebecca Early, tētahi tauiwi, Tumuaki Tuarua ki te Kura o Ngā Kōtiro o Kirikiriroa, ko tāna mahi, he hautū i te whakawhenuatanga o te Mana ōrite mō te mātauranga Māori ki tō rātou kura. ngā puoro Ki ō whakaaro, me pēhea ngā whakaaro o ngā kaiako matua, ka ārahi ana i ngā kaimahi ki tētahi ao hou, arā ki te ao o te mana ōrite mō te mātauranga Māori? KA TĪMATA A REBECCA EARLY Tērā ngā whiriwhiri huhua ka kuhu ana i tēnei ao, inā rā, ko tētahi mea matua hei whakaarotanga ake, ko te whakaū a te kaiako i tōna ngākau me tōna hinengaro ki ēnei ara hou. Koia ko te pātai, me pēhea tērā? Me tīmata i te taumata o te whakaaro, arā, ka tino hiahia rānei ngā kaiako ki te whakatutuki i ngā hiahia katoa o te ākonga? Nō reira, ki te rongo ā-reo tonu ka tuari ai ki ngā kaiako, ka tupu tētahi puāwai hou, kaua ko te hinengaro anahe. Ko te whatumanawa hoki tētahi wāhanga nui. Anā, ko koe te kaihautū, me āta whakaaro ake koe, me pēhea rā tō kōkiri i ngā whakahounga nā te mea, kia tutuki rawa ngā whakahounga, me mātua whakangāueue ngā toka kua roa e tū noa ana. Me pēhea rā? Mā te ara o te pōti e tutuki ai? Ka werohia rānei ngā toka tū ka whakangāueuetia te papa me ō kōkiri? Tā te kaihautū koi, he āta takahi i te horopaki me te ahurea Ka mohio hoki rātou, mō āhea whiua ai te rau, mō āhea hoki puritia ai taua rau. Tētahi atu whiriwhiri nui ki ēnei ara hou, ko te kūpapa ki raro, ka titiro ake. E kuhu nei koe i tētahi ao he ahurea tōna, me mārama tērā. No reira, he mea nui rawa atu te whakaiti, hīkoia te hīkoi, hāpaitia te whakaute me te whakatauira i te kaiako pai. Ngā puoro Me pēhea a tauiwi e hautū i ngā whakahounga? Hei hautū, māku hei kōrero, he tauiwi ahau e hautū ana i tēnei ao, tuatahi, titiro huri noa i tō kura, rapua ō rauemi otirā, tirohia tō kāhui ako, he mea nui rātou, ka tuari rauemi i waenganui i a koutou Tētahi wāhanga o te kaihautū papai, ko tana hīkoi i te hīkoi, nō reira, mehemea ko te reo tō whai, whāngaihia atu, whakatauiratia te tika me te pai me ngā wero, me māia hoki te whakaputa i ō kare ā-roto, koia pū tētahi wāhanga nui. Me mōhio hoki tātou, kaihautū mā, he ao hou tēnei e takahia nei e tātou, ā, me whakatauira te ako Inā rā, e ako ana tātou ā-tauiwi nei i tētahi ao, ehara nō tātou, me kūpapa ki raro, ka titiro ake. Tētahi rautaki pai hei waha haere ki tērā ao koia ko tēnei, me iti te kōrero, me nui te whakarongo. KUA MUTU TĀ REBECCA EARLY Tērā tētahi kete rauemi e kīia nei, ko ‘Ngā Matatiki Hautū’ hei tautoko ake i ngā kaupapa o tēnei terenga. Kei tēnei kete matatiki, ko ngā āwhinatanga mō tēnei mea te āta whakarongo, te akiaki kaimahi, te whakatuwhera hinengaro me ngā rautaki o te ū tahi ki te kaupapa. E eke ai te angitu mau roa, me kounga te hautū. Whakaponotia te tukanga, mā te whatumanawa, te māia me te whakaiti koe hei hautū, whakamaua te pae tawhiti kia tīna, tīna!
[ Audio Resource ]
- Title: Podcast 7 – Strategic direction and leadership
- Description: Listen to a podcast of Webisode 7 here:
- Audio File Type: mp3
- Audio File Size: 11MB
- Audio URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-11/Ep7_Audio_0.mp3?VersionId=8z06IHOvyG5_4cz3QtQlxjiyw9Q3pXRj
- Transcript: English Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. This is a package of tools designed to support sector readiness by educating the educators. We’ve heard what you’ve said. You want practical applications for the classroom and more kōrero around Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. You as valued educators
Audio Description: Listen to a podcast of Webisode 7 here:
Audio Transcript: English Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. This is a package of tools designed to support sector readiness by educating the educators. We’ve heard what you’ve said. You want practical applications for the classroom and more kōrero around Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. You as valued educators
English
Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. This is a package of tools designed to support sector readiness by educating the educators. We’ve heard what you’ve said. You want practical applications for the classroom and more kōrero around Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. You as valued educators, iwi representatives and whānau members of ākonga Māori across the country are key to the success of this kaupapa and the implementation of this change. Our future generations will benefit from the foundation laid today, and we sincerely hope that these resources will support your transition into this new space. So haere mai, come along with us as we unpack the second change priority Mana ōrite mō te mātauranga Māori - Equal status for mātauranga Māori, Māori knowledge concepts. music playing over title Welcome to the seventh instalment in the web series entitled ‘Strats for the P’s, B’s and SLT’s.’ In this webisode, we will discuss how strategic direction and leadership is crucial to ensure sustainable change for Mana ōrite mō te mātauranga Māori. It requires a collective effort from charter to classroom, ensuring governance and management is aligned and a clear action planned married with a theory of change. Nō reira, mātakitaki mai, whakarongo mai, ākona mai, whakamahia atu. The whakataukī here conveys the importance of leading thoughtfully as we implement these changes. Ko te kai a te rangatira, ko te kōrero. The food of leaders is discussion and communication. Our education system is made up of various components of leadership. They all contribute from the charter to the classroom to ensure Mana ōrite mō te mātauranga Māori Equal status for mātauranga Māori is infused within the day-to-day operations of a kura. Everyone has a key part to play in this leadership and all are dependent on the other. So let’s begin with the Board of Trustees. Jeanne Kerr is an experienced Board of Trustees member and provides a number of suggestions with regards to strategic direction and advice to Tumuaki. music playing What do you believe is the role of the BOT during this change process? JEANNE KERR BEGINS So I think the role of the Board of Trustees is really to provide that strategic overview, strategic leadership to the kura so that they work closely with who they need to work with. With the tumuaki, with the kaimahi, with the kaiako, you know with the whānau, the community that’s involved. It’s about sort of knowing as well what does mātauranga Māori look like in terms of the curriculum as well and how do we ensure that that forms part of the kura make up. It’s about looking at your Māori community that surrounds the kura, that’s part of the kura, the whānau that make up the kura and of course it’s about looking at your iwi, your hapū that are within that rohe that your kura are in and forging that relationship and making sure that that’s a relationship with integrity, a relationship that you know it shows that you are willing to work together and really sort of you know ensure that your Māori communities, that your ākonga Māori that are in your kura can sort of reach their potential as well and do as well as they could do. Like all students but yeah but really in terms of the treaty it’s that partnership that we really need to have as a Board of Trustees with iwi, with Māori and those that are sort of within our communities. music playing How can the BOT support school wide leadership to implement mātauranga Māori? So I think for Board of Trustees in terms of how they might support the leadership of the school to implement mātauranga Māori You know I think firstly you’ve got to look at have you got the right people in the right places? Are they able to offer their skills and experience to be able to implement that mātauranga Māori? Really important I think for your Board of Trustee members to understand what mātauranga Māori is and you know not just what it is but an appreciation of what that looks like in a kura. So get your Board of Trustee members on board with understanding it make sure you got the right people in the right places who have that knowledge of mātauranga Māori and that knowledge will be contextualised to the rohe that you’re in, or should be contextualised to that rohe and working with that iwi. And then it’s sort of about implementing it throughout you know the curriculum and having those wānanga that you have to have with whānau, with kaiako, or with anyone that you need to make sure that you do it properly - kia tika kia pono. JEANNE KERR ENDS The strategic direction of a kura and its leadership is essential to make certain that change for Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori is sustainable. A whole school approach with all stakeholders will ensure that from charter to classroom - this process is a smooth one. There are also a number of strategic considerations a Principal must consider when undertaking the management of this change. music playing What are the challenges Tumuaki need to consider when implementing mātauranga Māori? BOB STILES BEGINS I think it’s having your staff and your community on board first of all your Board of Trustees. So making sure everyone knows what the plan is even if they don’t always necessarily agree with it, that they’re consulted and then you lead the journey. The challenge is you have to learn alongside your staff and make sure that you’re out the front leading the journey, showing the way. Initially you’re working with your, the mana whenua and your local hapū that you’re getting the stories that are from here that you’re not putting other versions of peoples stories into your school even if they’re from a nearby place, make sure that you’ve got exactly the right information that you need to start off with and develop that initial relationship with them and then from there you can start to spread the learning into your school and make sure your teachers are on board with the tikanga, not just the reo but the tikanga as well so they learn and little steps and guide them and support them on the way through. music playing What are some key pieces of advice you would give another tumuaki introducing implementing mātauranga Māori? Build the relationship first of all with mana whenua or the hapū or even the if you haven’t got anybody to talk to the Ministry of Education there’s really strong people within there that can support you, and work out a plan. What are the things you need to cover? So if you need to have the appropriate resourcing and the time to do it properly, make sure you plan for that and you lead it as a Principal is the most important piece of advice and if you do have strong Māori people on your staff that’s wonderful but you keep the relationship going with mana whenua and make sure that you appear at the marae and you talk with people. BOB STILES ENDS Now, leading this change is no easy task but if you have the right strategies in your kete, it can definitely be made easier. Having a kete of strategies that are fit for purpose will remove potential barriers mitigating risk and ensure a smooth transition to upholding Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori in your kura. Tumuaki are unable to achieve such a huge feat on their own. Ehara taku toa i te toa takitahi. Senior school leaders are an extension of principals and therefore also have a key part to play in this change. So, let’s hear now from Rebecca Early, a non-Māori Deputy Principal of Hamilton Girls High School who is leading the charge of ensuring Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori is unapologetically prioritized in their kura. music playing In your opinion, what considerations do senior leaders need to have when leading staff into the unfamiliar space of mana ōrite mō te mātauranga Māori? REBECCA EARLY BEGINS Several considerations when leading in this space in particular, probably first and foremost consideration is engaging both the heart and mind of kaiako to lead them through this change. So that’s the, the question is how do you do it? A really good place to start is: does our kaiako want to serve our ākonga? So if we hear from their voice and share it with our kaiako that will start to prompt change not just the mind making the change. Sitting alongside that the heart is really key as well. Also, as a leader in this space and with your team potentially you need to sort of gauge how are we going to make this change because change, to truly affect change you need to destabilize the status quo. So, how are you going to do that? Are you going to go through the consensus building route? Or are you going to challenge the norms and be a bit more aggressive in your approach? But a savvy leader will navigate that context and culture And they’ll know when to lean in and when to back out in that context. Another key consideration when leading this change is very much going with a curious lens and a humble lens. You’re entering a space that has a history behind it and being mindful of that. So, that’s a really key part is the humility your bring and also walking the talk and showing respect and modelling what you would like to see your kaiako do. music playing How do we enable non-Māori to lead change? To lead, I can speak on behalf of a non-Māori leading in this space and first and foremost is looking around your kura for resourcing first and foremost but also your kāhui ako if you’re involved with one and sharing resources across a kura are really key I think a key part of being a great leader, is walking the talk so if part of this journey is learning te reo, share that journey with your kaiako and model that and what it’s like and the challenges around it and being courageous in your vulnerabilities is quite a key part here. Also as a leader it’s mindful of the space you’re navigating so we’re all exemplifying ako and we’re learning in a space that is not ours and as a non-Māori leader and we need to be respectful and humble and show humility. A key way is saying less and listening more is a key skill to take into that space. REBECCA EARLY ENDS A supporting resource, ‘Leadership Coaching Toolkit’, accompanies this webisode and is a useful reminder of key skills required when leading this change. In this toolkit you will find helpful tips on active listening, how to encourage staff, keep an open mind and how to be consistent. Your leadership in this change period is pivotal for its sustainable success. Trust in the process, lead with vulnerability, courage and humility with your eyes focussed on the end goal.
Te Reo Māori
Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori. Koia tēnei ko tētahi kete rauemi hei manaaki i te takatū o te rāngai mā te whakaako i ngā kaiako. Kua āta rongo mātou i ā koutou whakahau. E tōminatia ana ko ētahi rauemi ā-ringa nei mō te akomanga, otirā, ko ētahi anō whitinga kōrero mō runga i te Mana ōrite mō te mātauranga Māori. Ko koutou te pū e eke ai ngā whakahounga o te kaupapa, anā nei ko koutou anō hoki ngā kaiwhāngai i te mātauranga, ngā māngai o ngā iwi, ngā whānau o ngā ākonga Māori, huri noa i te motu. Mō ngā reanga tonu o āpōpō ngā hua o ēnei mahinga tūāpapa e takoto i te rangi nei me tō mātou manako pū, he āwhina ka puta i ēnei rauemi e māmā ake ai ō hīkoitanga i te ara hou kei mua i te aroaro. Nō reira, haere mai, kia kotahi te whiu o te hoe, ka tirohia e tātou te wāhanga whakahounga tuarua mō runga i te Mana ōrite mō te mātauranga Māori. ngā puoro me te taitara Nau mai rā, ka horahia te kaupapa e huaina nei ko ngā ‘Strats mō ngā P’s, B’s me ngā SLT’s.’ E haere ake nei, ka kōrerohia te whakahirahira o te rautaki whakamua me te hautūtanga e mau roa ai ngā whakahounga e hāngai ana ki te Mana ōrite mō te mātauranga Māori. Me mahi ngātahi, mai i te tūtohinga ki te akomanga, e kotahi ai te taha kāwana me te taha whakahaere, me tōna mahere mārama e tuia nei ki tētahi ariā whakahou. Nō reira, mātakitaki mai, whakarongo mai, ākona mai, whakamahia atu. Tā te whakataukī nei, he kōrero i te whakahirahira o te āta hautū ki ngā ara o ēnei whakahounga. Ko te kai a te rangatira, ko te kōrero. Tō tātou ao mātauranga, he hua nō ngā tini aho o te hautū. I takea mai ēnei hua i te tūtohinga ki te akomanga e eke ai te Mana ōrite mō te mātauranga Māori Kei ngā wāhi katoa o ngā mahi kura katoa tēnei mea te Mana ōrite mō te mātauranga Māori. He kawenga tā te katoa ki te hautū, ā, e kore tētahi e ora, ki te kore ko tētahi. Me tīmata ake me te Poari Taratī. He niho roa a Jeanne Kerr ki te ao Poari Taratī, he kaitohutohu hoki a ia mā ngā tumuaki, arā, me pēhea te rautaki whakamua. ngā puoro He aha ki ō whakaaro te wāhi o te BOT ki tēnei tukanga whakahou? KA TĪMATA A JEANNE KERR Ki a au, ko tā te Poari Taratī, he whakatakoto i te titiro whānui, i te rautaki whakamua mō te kura kia mahi ngātahi ai rātou me ngā tāngata e hāngai mai ana. Inā rā, ko te tumuaki, ngā kaimahi, ngā kaiako, ngā whanau me te hapori. Te mea hoki, me mōhio hoki ki te hanga o te mātauranga Māori i roto i te marautanga, ā, me pēhea hoki tērā e whāngai i te āhua o te kura. Ko te titiro hoki ki ngā hapori o tō kura, ngā whānau o te kura otirā, ko te titiro anō rā ki ngā iwi, ngā hapū hoki o roto o te rohe e tū nei tō kura, ka tuituia ai te whanaungatanga me rātou kia pono ai taua whanaungatanga, e mahi ngātahi ai ngā taha e rua e mōhio ai hoki koe, he huarahi ka whakatakotoria hei whai mā ō hapori Māori, mā ō ākonga Māori e puāwai ai ō rātou pitomata. Āe rā, ko ngā tauira katoa, āe, engari mehemea ka tirohia te tiriti, koia ko te ngātahitanga, me āta whai e te Poari Taratī me ngā iwi, me te iwi Māori tae atu ki ngā whānau katoa o ō tātou hapori. Ngā puoro Me pēhea te BOT e tautoko ake i te hautū whānui a te kura ki te whakaū i te mātauranga Māori? Ki ōku whakaaro, mō ngā Taratī, me pēhea rātou e tautoko ake i ngā kura ki te whakaū i te mātauranga Māori Tuatahi ake, me titiro, āe rānei kua tohua ngā tāngata tōtika ki ngā tūranga tika? Ka taea rānei e rātou te āwhina atu ki te whakaū i te mātauranga Māori? He mea nui, me mōhio ō mema Taratī ki te mātauranga Māori me mōhio hoki, ke pēhea ōna āhua ki tētahi kura. Tēnā, āwhinatia ō mema Taratī kia mōhio ai rātou ki te mātauranga Māori me whakatūtū ko ngā tāngata tōtika ki ngā tūranga tika, kua mōhio kē rātou ki te mātauranga Māori, ā, e whai horopaki ai taua mātauranga ki tōu anō rohe, ka mahi ngātahi ai rānei me ngā iwi o taua rohe Kātahi ka raranga haere i te marautanga, ka wānanga ai i ngā kaupapa me ngā whānau, ngā kaiako a wai ake rānei e tutuki ai ngā mahi – kia tika kia pono. KA MUTU TĀ JEANNE KERR He mea nui rawa atu te rautaki whakamua me tōna hautū mō te kura e eke ai ngā whakahounga mō te Mana ōrite mō te mātauranga Mā te whai kotahi a te kura katoa me ngā wāhanga whai mana katoa e māmā ai te tukanga – mai i te tūtohinga ki te akomanga. Tērā anō ngā whiriwhiri rautaki e āta whakaarotia ai e tētahi Tumuaki, ka tīmata ake āna whakahaere mō ēnei whakahounga. Ngā puoro He aha ngā wero hei whakaarotanga mā te Tumuaki, ka tiritiria ana ko te mātauranga Māori? KA TĪMATA A BOB STILES Ki ōku whakaaro, me hoe tahi ō kaimahi, tō hapori me tō Poari Taratī i te waka. Me mōhio hoki te katoa, e hoe ana ki whea ahakoa, he wā tōna kāore te katoa e whakaae tahi, ko te kaupapa kē, he mea kōrero rātou e koe, ā, ka tukuna te waka ki te wai. Ko te wero, me ako tahi koe me ō kaimahi, ka kōkiri whakamua hei arataki i a rātou. Tuatahi ake, kua mahi ngātahi koe me te mana whenua me ngā hapū, kia homai e rātou ngā kōrero ake o te whenua rā, kia noho ai ko ērā kōrero pūrākau hei tūāpapa mō te kura ahakoa, nō tētahi kārangaranga hapū ētahi kōrero, me tika ngā pūrākau me ngā kōrero mai i te tīmatanga rā anō kātahi ka whakaū i aua tūhonohonotanga me rātou, ā, ka whakatōtō haere i ngā mātauranga ki tō kura heoi anō, āwhinatia ō kaiako me ngā tikanga, kaua ko te reo anahe, engari me mōhio ki te tikanga, kia ako tahi ai koutou, he tapuwae iti, ka tapuwae nui ā tōna wā. Ngā puoro He aha ētahi kōrero āwhina e tuku ai koe ki tētahi tumuaki, i a ia ka whakatō i te mātauranga Māori? Mātua rā, whakatūria ngā tūhonohonotanga me te mana whenua, te hapū rānei, ki te kore rānei tētahi atu, me kōrero ki te Tāhuhu o te Mātauranga Inā rā, he tāngata mōhio kei reira e taea te āwhina atu i a koe. He aha ngā momo āwhina e hiahiatia ana? Nō reira, mehemea e rapu ana koe i ngā rauemi hei whakatutuki māu, me takoto tō mahere, māu hoki, mā te Tumuaki te kaupapa hei kōkiri Koia te mea nui, ka pai hoki mehemea he kaimahi Māori āu, engari, me tiaki tonu ngā tuhonohonotanga me te mana whenua, ā, ka kanohi kitea koe ki te marae, ka kōrerorero hoki ki ngā whānau. KA MUTU TĀ BOB STILES Nā, ehara i te mea he māmā noa iho te hautū i ēnei whakahounga, engari, ki te whāia ngā rautaki tika ki tō kete, ka taea e koe. Ki te whāia ngā rautaki tika ki tō kete, ka ngahoro ngā mōrearea e māmā ake ai te ara e eke ai te Mana ōrite mō te mātauranga Māori. Tē taea e te Tumuaki me tōna kotahi anahe tētahi maunga teitei. Ehara taku toa i te toa takitahi. Kei ngā kaiako matua o te kura tētahi wāhi nui o te mahi, he kawekawe anō rātou nā te tumuaki. Tēnā, me huri ināianei ki te whakarongo atu ki a Rebecca Early, tētahi tauiwi, Tumuaki Tuarua ki te Kura o Ngā Kōtiro o Kirikiriroa, ko tāna mahi, he hautū i te whakawhenuatanga o te Mana ōrite mō te mātauranga Māori ki tō rātou kura. ngā puoro Ki ō whakaaro, me pēhea ngā whakaaro o ngā kaiako matua, ka ārahi ana i ngā kaimahi ki tētahi ao hou, arā ki te ao o te mana ōrite mō te mātauranga Māori? KA TĪMATA A REBECCA EARLY Tērā ngā whiriwhiri huhua ka kuhu ana i tēnei ao, inā rā, ko tētahi mea matua hei whakaarotanga ake, ko te whakaū a te kaiako i tōna ngākau me tōna hinengaro ki ēnei ara hou. Koia ko te pātai, me pēhea tērā? Me tīmata i te taumata o te whakaaro, arā, ka tino hiahia rānei ngā kaiako ki te whakatutuki i ngā hiahia katoa o te ākonga? Nō reira, ki te rongo ā-reo tonu ka tuari ai ki ngā kaiako, ka tupu tētahi puāwai hou, kaua ko te hinengaro anahe. Ko te whatumanawa hoki tētahi wāhanga nui. Anā, ko koe te kaihautū, me āta whakaaro ake koe, me pēhea rā tō kōkiri i ngā whakahounga nā te mea, kia tutuki rawa ngā whakahounga, me mātua whakangāueue ngā toka kua roa e tū noa ana. Me pēhea rā? Mā te ara o te pōti e tutuki ai? Ka werohia rānei ngā toka tū ka whakangāueuetia te papa me ō kōkiri? Tā te kaihautū koi, he āta takahi i te horopaki me te ahurea Ka mohio hoki rātou, mō āhea whiua ai te rau, mō āhea hoki puritia ai taua rau. Tētahi atu whiriwhiri nui ki ēnei ara hou, ko te kūpapa ki raro, ka titiro ake. E kuhu nei koe i tētahi ao he ahurea tōna, me mārama tērā. No reira, he mea nui rawa atu te whakaiti, hīkoia te hīkoi, hāpaitia te whakaute me te whakatauira i te kaiako pai. Ngā puoro Me pēhea a tauiwi e hautū i ngā whakahounga? Hei hautū, māku hei kōrero, he tauiwi ahau e hautū ana i tēnei ao, tuatahi, titiro huri noa i tō kura, rapua ō rauemi otirā, tirohia tō kāhui ako, he mea nui rātou, ka tuari rauemi i waenganui i a koutou Tētahi wāhanga o te kaihautū papai, ko tana hīkoi i te hīkoi, nō reira, mehemea ko te reo tō whai, whāngaihia atu, whakatauiratia te tika me te pai me ngā wero, me māia hoki te whakaputa i ō kare ā-roto, koia pū tētahi wāhanga nui. Me mōhio hoki tātou, kaihautū mā, he ao hou tēnei e takahia nei e tātou, ā, me whakatauira te ako Inā rā, e ako ana tātou ā-tauiwi nei i tētahi ao, ehara nō tātou, me kūpapa ki raro, ka titiro ake. Tētahi rautaki pai hei waha haere ki tērā ao koia ko tēnei, me iti te kōrero, me nui te whakarongo. KUA MUTU TĀ REBECCA EARLY Tērā tētahi kete rauemi e kīia nei, ko ‘Ngā Matatiki Hautū’ hei tautoko ake i ngā kaupapa o tēnei terenga. Kei tēnei kete matatiki, ko ngā āwhinatanga mō tēnei mea te āta whakarongo, te akiaki kaimahi, te whakatuwhera hinengaro me ngā rautaki o te ū tahi ki te kaupapa. E eke ai te angitu mau roa, me kounga te hautū. Whakaponotia te tukanga, mā te whatumanawa, te māia me te whakaiti koe hei hautū, whakamaua te pae tawhiti kia tīna, tīna!
Supplementary Resource 7 – Leadership coaching toolkit
Support your learning from Webisode 7 with this supplementary resource:
Supplementary Resource 7 – Leadership coaching toolkit
Support your learning from Webisode 7 with this supplementary resource:
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Webisode 8 – Mātauranga Māori: The golden, all access ticket
In this webisode you’ll learn:
- why mātauranga Māori is valuable on the global stage
- how mātauranga Māori forms part of our unique identity as Aotearoa New Zealand
- how Indigenous knowledge has been viewed historically.
In this webisode you’ll learn:
- why mātauranga Māori is valuable on the global stage
- how mātauranga Māori forms part of our unique identity as Aotearoa New Zealand
- how Indigenous knowledge has been viewed historically.
[ Video Resource ]
- Title: Mātauranga Māori: The golden, all access ticket
- Description: We unpack the potential of mātauranga Māori on the global stage.
- Video Duration: 17 minutes
- Video URL: https://player.vimeo.com/video/774048694?h=5abc563f88
- Transcript: English Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. This is a package of tools designed to support sector readiness by educating the educators. We’ve heard what you’ve said. You want practical applications for the classroom and more kōrero or discussions around Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. You as valued educators
English
Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. This is a package of tools designed to support sector readiness by educating the educators. We’ve heard what you’ve said. You want practical applications for the classroom and more kōrero or discussions around Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. You as valued educators, iwi representatives and whānau members of ākonga Māori across the motu are key to the success of this kaupapa and indeed the implementation of this change. Our future generations will benefit from the foundation laid today, and we sincerely hope that these resources will help support your transition into this new space. So haere mai, come along with us as we unpack the second change priority Mana ōrite mō te mātauranga Māori - Equal status for mātauranga Māori, Māori knowledge concepts. music playing over title Welcome to the eight webisode in the web series entitled ‘The golden all-access ticket’ where we will unpack the potential of mātauranga Māori on the global stage. A knowledge of mātauranga Māori is an asset for all. The unique identity of who we are as a nation–as tangata whenua–provides a bridge to the international sphere We need to realise we have something to offer and proceed with confidence, grounded in the knowledge of where we have come from and who we are. Now, in this webisode, we will discuss how indigenous knowledge has been historically viewed, the real value of this and the benefits of language acquisition for ākonga – alongside some considerations when navigating this space. Let’s go to the wisdom of this whakataukī. Ko te manu e kai ana i te miro nōna te ngahere, ko te manu e kai ana i te mātauranga nōnā te ao. Literally translated, the whakataukī says, ‘the forest belongs to the bird who feasts on the miro berry, the world belongs to the bird who feasts on education’. This whakataukī has a number of layers of meaning but it can be seen as the person who seeks after knowledge and understanding – in our case mātauranga Māori – will conquer great things. Indigenous knowledge can be seen as the distinctive understandings and knowledge, beliefs and traditions that are rooted in native cultural experience. This guides everyday living, relationships and an understanding of one’s place in the world and the connection to the natural environment. For example, when introducing ourselves with a pepeha, acknowledging how we are connected to place and people as opposed to what we do as a job – is unique to Aotearoa, and born of tangata whenua creation narratives. It is also indicative of our birth as a nation, embracing our points of difference and walking with pride as we move in and out of Aotearoa. music playing Why is indigenous knowledge valuable for ākonga on a global stage? TE AHUKARAMŪ CHARLES ROYAL BEGINS Well I think indigenous knowledge is valuable to ākonga internationally and locally. It’s valuable because indigeneity is a wisdom of increasing urgency and relevance today. Indigeneity which is about a kinship based relationship with natural world environments. That’s the basic wisdom that lies at the core of tangata whenuatanga - indigeneity and that those basic set of ideas at the core of tangata whenuatanga are increasing in urgency and relevance today. Humankind has clearly got a problem in its relationship with the natural world. Indigeneity a reworked indigeneity and tangata whenuatanga has got real things to offer society at large and for young people going forward. music playing What, in your opinion, has prompted the reclamation of indigenous knowledge? Well many things have prompted it. I mean one of the the first things is a quandary of Māori identity that we’ve suffered for a long time – the recovery of identity has been an important, motivating factor in the reclamation and revitalisation of language and culture and cultural knowledge and so on. Another very important motivating factor behind mātauranga Māori revitalisation has been the advancement of treaty claims that is the resolution of problems in history and breaches to the Treaty of Waitangi and things of this kind And you can’t really understand the Māori experience of the breaches of the Treaty of Waitangi and the many difficult and problematic things, terrible things the Government visited on our people you can’t really understand those things unless you’ve got some kind of grasp of mātauranga Māori. TE AHUKARAMŪ CHARLES ROYAL ENDS Historically, indigenous knowledge has been marginalised unless it served a purpose for the majority. It has been seen as primitive and not steeped in empirical evidence of knowing, therefore less worthy. Contrary to this common belief, indigenous knowledge is arguably based on empirical evidence–science without a lab coat–the trial and error model. Largely untapped, local knowledge is an invaluable resource and offers ākonga the opportunity to understand and appreciate different knowledge bases and perspectives. Many people see indigenous knowledge as fixed but we know, and history teaches us, that it is actually dynamic and changeable–it must be so to ensure its survival. We often see and hear in our everyday lives, the denigration of mātauranga Māori. Some people question this recent recognition of te ao Māori, feeling threatened by the unknown concept; querying its relevance to not only Aotearoa but also globally. It’s important to not let deficit thinking be a barrier to moving forward for our ākonga. Learning te reo Māori is more than just acquisition of language. Te reo Māori goes hand in hand with tikanga Māori and this is a state of being not just grammatical constructions. Language is only the beginning of the journey. It is the most genuine way of gaining a true insight into our world. Through te reo Māori you can better understand tikanga Māori. Expect your te reo Māori pathway to be ongoing because language acquisition changes with the times. Honouring our biculturalism, realizing mana ōrite requires us to move ourselves closer to achieving bilingualism. music playing What access to te ao Māori does the acquisition of te reo Māori provide to a learner? SCOTTY MORRISON BEGINS So, um most of the people that I teach are non-Māori and straight away you see a change in how they think, a change in attitude once they start learning te reo they’re thinking changes, their attitudes change, they begin to understand where Māori are coming from a lot more but also they begin to understand how they fit in to the scheme of Aotearoa and it actually gives them a lot more purpose and a lot more solidarity and thought as to what their position is, who they are and where they come from and what their identity is as non-Māori living in Aotearoa so they start to gravitate towards the tangata Tiriti description which is good because then that provides a lot more clarity around the treaty relationship so the reo you know it’s not just a language – it’s a whole lot more than that they start to identify with the concepts that we have in te reo. The concepts of respect and the a and o category. They start to identify with the holistic nature of te reo. They start to interact with their surroundings a lot different because of the metaphor and poetry and the proverbs that are in te reo. So all of those thigs open up to them and I really hope that our Māori people start to get moving as well because those are the kind of connections that we need as Māori people to be fully healthy in our culture and who we are. So, I think the reo is the key to the whole lot. music playing How does knowing te reo Māori connect learners to other indigenous cultures across the globe? The amount of times I’ve been to other countries to visit indigenous cultures to talk about our language revitalization and talk about you know initiatives like kōhanga reo, like kura kaupapa they’re very, very interested in that and for quite a long time Māori have been leading the way in language revitalisation, language regeneration and even cultural revitalisation, a lot of the indigenous cultures around the world look toward us for that leadership and I think that’s something we need to be very proud of and I think the country should be really proud that we have an indigenous, we have indigenous people here that are world leaders in this particular field and we have indigenous people here who would not give up te reo Māori and would not accept the dialogue around in the early 60’s and 70’s that it was an extinct language and an irrelevant language and so you’ve got to pay acknowledgement and homage to people who lead the petition in 1972 all of those people who fought and created kōhanga reo, you always have to be cognizant of the effort that they put in and the risks that they took but also that they pretty much saved our reo and a lot of them were not Māori speakers, and a lot of them were urban Māori who lead the movement music playing What advice would you have for non-Māori learners who are at the beginning of their reo journey? You have to come in with humility, you have to come in with respect and you have to come in with the realisation that this is a language that basically colonisation tried to destroy and they tried to destroy it on so many levels. On a spiritual level, on an emotional level and on a physical level because we all know what happened to our grandparents and some of us our parents when they were at school. So, you know there’s a lot of trauma around te reo Māori that needs to be recognised and acknowledged and to be remembered when they are going through the reo journey. We appreciate that you are joining the revitalization movement and it’s a language that belongs to all of us here in Aotearoa so you have every right to learn it. That’s my opinion anyway And I think it’s a very important part of the revitalization process that we start to get non-Māori people in to learn the reo and we embrace them and we support them in their journey because they are the people who start to create better attitudes towards the reo, goodwill towards the reo and they start to normalize the reo in a broad range of settings outside of Māori contexts So they are an important cog of language revitalization but I always, sometimes I look at some of our Pākehā friends who have become very, very fluent in te reo and you start to see them wielding the reo a little bit as a weapon for them rather than maintaining that humility and maintaining that respect and realising that I just need to step back a little bit here because when it comes down to it, when it comes down to the crunch, this is Māori peoples language not mine even though I’m in Aotearoa, my language belongs from another country this language belongs to them so I still need to respect that and still need to know my place within the te reo Māori sector and the reo Māori community so it’s just about humility and recognizing that but at the same I’m very supportive of them learning it and I will welcome them into my classes to learn it. SCOTTY MORRISON ENDS In 2001, Sir Mason Durie championed three goals for the educational advancement of Māori: 1. To live as Māori; 2. To actively participate as citizens of the world; 3. To enjoy good health and a high standard of living. Consciously deciding to engage with mātauranga Māori and understanding the need for wider language acquisition is a step towards success. Indigenous knowledge is considered a superpower to Māori. It is the unique ability Māori to walk, live and be in two worlds. Many kaiako are now on their own personal learning journeys. music playing music playing Tell us about your te reo Māori me ōna tikanga learning journey. JODIE KENNEDY BEGINS Ok so my learning journey probably began 19 years ago when I arrived in Aotearoa. I didn’t know any Māori. I didn’t even probably know it was a language to be honest um when I arrived here so I started from zero and the learning for me has increased over the last 5 years I did a course through the wānanga a tikanga and te reo course through the wānanga was a bit disrupted with covid but I’m continuing to improve and learn more reo as I’m journeying through. music playing How have you utilised your learnings in te reo Māori and tikanga Māori in your role within your kura? So I’ve utilised by learning in te reo by using it in the classroom as often as possible. Trying to incorporate it in my teaching. In business studies we do need to incorporate Māori business concepts so I am talking about those as often as possible within the classroom not just te reo but also tikanga and understanding the significance of that in the classroom as well understanding how business is incorporated in the way they run, their reason for being. I will always use that if I’m teaching students about case studies. music playing What were some of the challenges you have faced while you have been on your journey? So for me, a massive challenge that I faced is just having the confidence to use te reo. I don’t wanna get it wrong and I really wanna do the right thing and so that has ultimately ended up in hesitation of me using it as often as I probably could’ve. But knowing that and accepting that has meant that I’m forcing myself. I’m doing it as much as I can and finding ways to use te reo naturally as often as possible increases my confidence. And it’s ok to make mistakes, I understand and I will ask questions I’ll ask my friends ‘is this pronunciation correct?’, am I doing it right? Am I using this terminology in the right way? Yeah so asking, I always asking for help. music playing What advice would you give your colleagues who are currently also on their journey? Ok so my advice to anyone would be to learn like just take advantage of the courses that are available. I did a course through the wānanga online but there are courses that are available face to face. Even though my course was online I had a kaiako come to me and work with me one to one as well which was brilliant. So take advantage of the opportunities to learn and keep the confidence to keep using te reo because you will get there. JODIE KENNEDY ENDS Having a sound foundational knowledge of where we come from and from whom we descend can be represented in the metaphor waewae kaipakiaka. The concept of global citizenship is perhaps not as foreign as we may think. Seen through the concept of waewae kaikapua people who move from place to place fluidly, navigating different worlds and different cultures with ease. These two ideas derive from te ao Māori go hand in hand to competently move between foreign worlds, we must be resolute in our own.
Te Reo Māori
Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori Koia tēnei ko tētahi kete rauemi hei manaaki i te takatū o te rāngai mā te whakaako i ngā kaiako. Kua āta rongo mātou i ā koutou whakahau. E tōminatia ana ko ētahi rauemi ā-ringa nei mō te akomanga, otirā, ko ētahi anō whitinga kōrero mō runga i te Mana ōrite mō te mātauranga Māori. Ko koutou te pū e eke ai ngā whakahounga o te kaupapa, anā nei ko koutou anō hoki ngā kaiwhāngai i te mātauranga, ngā māngai o ngā iwi, ngā whānau o ngā ākonga Māori, huri noa i te motu. Mō ngā reanga tonu o āpōpō ngā hua o ēnei mahinga tūāpapa e takoto i te rangi nei me tō mātou manako pū, he āwhina ka puta i ēnei rauemi e māmā ake ai ō hīkoitanga i te ara hou kei mua i te aroaro. Nō reira, haere mai, kia kotahi te whiu o te hoe, ka tirohia e tātou te wāhanga whakahounga tuarua mō runga i te Mana ōrite mō te mātauranga Māori. ngā puoro me te taitara Nau mai rā ki te tuawaru o ngā terenga e kīia nei ko ‘Te Tīkiti Kōura Uru Whānui’ e wetekina ai e tātou ko te pitomata o te mātauranga Māori, i te atamira o te ao. Ki te whai wāhi tātou ki te mātauranga Māori, nō tātou katoa te whiwhi. Ko te tohu motuhake nei o te tuakiri ā-motu – hei tangata whenua–koia tonu te piriti ki te ao whānui Me mārama ki a tātou, he hua ā tātou hei takoha atu ki te ao, inā me tū māia tātou, i roto i te mātauranga i ahu mai ai tātou i ō tātou taketake. Anā, ki konei, ki tēnei terenga ka wetekina te titiro a te inamata ki te mātauranga iwi taketake, ki ōna wāriu me ngā painga ka puta mō ngā ākonga e whai ai i te reo – me ētahi atu whiriwhiri hei whakaarotanga ake. Kia tīkina ake ko te pū o te whakataukī. Ko te manu e kai ana i te miro nōna te ngahere, ko te manu e kai ana i te mātauranga nōnā te ao ‘Ko te manu e kai ana i te miro nōna te ngahere, ko te manu e kai ana i te mātauranga nōnā te ao’. He nui ngā tikanga o te whakataukī nei, engari ki tēnei horopaki, koia ko te tangata e rapu ana i te māramatanga – anā, ko te mātauranga Māori tēnā – ka eke i taua tangata ngā kōtihitihi o angitu. Ko te mātauranga iwi taketake, koia tēnā ko te māramatanga, te mātauranga tonu, ngā whakapono me ngā tikanga e toi taketake nei i te ahurea taketake. Koinei pū ngā tikanga ārahi i te tangata ia rā, ōna tūhonohonotanga me te mōhio o te tangata ki tōna tū ki te ao me tōna hono ki te taiao. Hei tauira, kei ā tātou pepeha te kaupapa, he tuitui i a tātou ki te whenua, ki ngā iwi kaua ki ā tātou tūranga mahi – koia ko te tohu motuhenga ki Aotearoa nei, i puta mai ai i ngā pūrākau tangata whenua tonu. Ā, he mea whanau tahi mai taua motuhenga ki tēnei whenua, tēnā hāpainga ō tātou motuhengatanga ka tū māia tātou, i Aotearoa nei, i te ao anō hoki. ngā puoro He aha te hua o te mātauranga iwi taketake mō ngā ākonga ki te atamira o te ao? KA TĪMATA A TE AHUKARAMŪ CHARLES ROYAL Tāku e whakapae nei, he nui ngā hua o te mātauranga iwi taketake, i Aotearoa nei, i te ao anō hoki. Nā te mea, he māramatanga hōhonu te iwi taketaketanga e hiahiatia ana, e hāngai mai ana ki tō ināianei rangi. Kei tōna pūtake, ko ngā tātai whakapapa o te taiao, ki te taiao. Koia nei te pūtake māramatanga o te tangata whenuatanga – ā, e hiahiatia ana ōna purapura whakaaro, e hāngai mai ana ki tō ināianei rangi. Kua whati te hono o te tangata ki te taiao. Tēnā taonga te tangata whenuatanga, he hua ōna mō te iti me te rahi, mō Ngāi Āpōpō ki tua. Ngā puoro He aha, ki ō whakaaro, te take e whakahokia mai nei te mātauranga iwi taketake? Inā kē ngā take maha. Tētahi mea, ko te rangirua o te tuakiri Māori, kua roa e whakararu nei i te nuinga – he mea nui te whakahokitanga mai o te tuakiri, koia te kaitākirikiri i te ngākau kia whakaohongia ko te reo me ngā tikanga. Tētahi mea nui anō o te whakahokitanga mai o te mātauranga Māori ko te kōkiritanga o ngā take tiriti, koia ko ngā whakaeatanga o ngā hē, mai anō, me te Tiriti o Waitangi, me ērā tū mea Anā, e korekore rawa e mārama ki te wheako Māori, ki ngā hē o te Tiriti o Waitangi me ngā whakawhiu maha a te Kāwanatanga ki ō tātou iwi e kore e mārama ki ērā hē, ki te kore e mārama ki tētahi mōhiotanga o te mātauranga Māori. KA MUTU TĀ TE AHUKARAMŪ CHARLES ROYAL Mai anō, mai anō kua kauparea te mātauranga iwi taketake, māna, e whai take ana ki te nuinga. Kua kīia, nō te ao kōhatu a ia, kāore hoki ōna kitenga pū mōhiohio, nā reira, kāore ōna take. Engari kē, i hua ake te mātauranga taketake i ngā kitenga pū mōhiohio – i te mātauranga koti kaipūtaiao kore – i te ara whakamātautau. Kimihia ngā puna kōrero o te rohe, hei whāngai i ngā ākonga kia mārama ai ki a rātou te whānuitanga o ngā mōhiotanga. E pōhēhētia ana e te nuinga, he tū tekoteko noa iho te mātauranga Māori, engari, tirohia te hītōria, e whakaatu mai ana, he mātauranga taitupu tēnei – me pērā i ora ai ki tēnei rangi, haere ake nei. Ia rā, ia rā, ka putaputa ngā whakahāwea i te mātauranga Māori. Tērā ētahi tāngata e wero ana i te whakahokitanga mai o te ao Māori, e tino wehi ana i tō rātou kuare; werohia ai tōna hāngai ki Aotearoa nei, ki ao whānui hoki. Mea nui, kaua e riro mā te whakaaro korekore ngā pātū hei whakaara i mua i ā tātou ākonga. Inā kē ngā painga o te ako i te reo Māori. Haere tahi ai te reo Māori me ngā tikanga Māori, inā rā, he āhua noho, ehara kau i te kārawarawa anahe. Ko te reo te tapuwae iti tuatahi o te hīkoi roa. Koia pū ko te matapihi tonu ki te ao Māori. Mā te reo Māori e mārama pai ai ki ngā tikanga Māori. Me mārama ki a koe, he hīkoi roa te huarahi o te reo Māori, inā kē ōna piki me ōna huringa. E tata ai tātou ki te reo rua, me whakatinana te reo ruatanga, kei reira pū te mana ōrite. Ngā puoro Ki te ako te tangata i te reo Māori, he aha ngā tatau o te ao Māori ka huakina mai ki te ākonga? KA TĪMATA A SCOTTY MORRISON Te nuinga o ngā tāngata ka noho hei ākonga māku, he tauiwi rātou, ā, ka tere huri ō rātou whakaaro, ō rātou waiaro, i roto i tā rātou hīkoi i te ara o te reo Māori ka mārama anō ki a rātou, he aha hoki ngā pūtake whakaaro o te iwi Māori, tae atu ki tō rātou noho i Aotearoa mā te whai hoki i te reo, ka whakaū rātou i a rātou anō ki te whenua e noho nei rātou, ki tō rātou tuakiri, ki ō rātou taketake otirā, ka wānangatia tō rātou tuakiri, hei tauiwi ki Aotearoa nei, kātahi ngā whakaaro ka neke ki tētahi āhua Tangata Tiriti me te pai hoki o tērā, nā te mea ka mārama ake te titiro ki te āhua o te Tiriti, nō reira, ehara kau i te mea, he reo anahe te reo Māori – inā kē tōna whānui ka tīmata te mārama haere ki ngā kaupapa o te reo. Ko te whakaute, anā ko te a me te o. Ka mārama haere ki te ao whānui o te reo Māori. Ka huri ō rātou aro me tā rātou whakawhanaunga atu me te taiao, nā te ako i ngā kura huna o roto o te reo. Me te aha, ka puare te matapihi o te reo Māori ki a rātou, me taku manako, ka ahu pērā hoki ngā Māori, nā te mea, koinei tētahi momo tohu ora o te iwi Māori, kia mōhio tātou ki ō tātou taketake. Ki ōku whakaaro, ko te reo te pou tokomanawa o ao Māori. ngā puoro Mehemea kua mōhio te tangata ki te kōrero Māori, ka pēhea tana reo Māori e tuitui i a ia ki iwi kē, huri noa i te ao? E hia kē aku haere ki tāwāhi ki te kauhau i te whakaoratanga ake o te reo Māori me ngā kaupapa whakaora pēnei me te kōhanga reo, te kura kaupapa, ka nui hoki tō rātou hīkaka mai, inā rā, kua roa nei te wā, ko te iwi Māori tērā e paeārahi ana i te mahi whakarauora reo tae atu ki te whakarauora tikanga, kua noho ko te iwi Māori te paerata e tirohia ai tā tātou hautūtanga e ngā iwi o te ao, me whakahīhī tātou i tēnā ka tika, otirā, me whakahīhī te motu katoa he iwi taketake ō tēnei whenua, he manukura rātou o runga o te ao mō tā rātou whawhai mutunga kore hei oranga mō te iwi taketake, he mate ururoa tāna whawhai e kore e tukua tōna reo kia mate, i te whakaaro whānui e rere ana i ērā wā o ngā tau ono tekau me ngā whitu tekau, i kīia ai he reo mate, he reo koretake mō te ao hou, nō reira me mihi ki ngā toa reo Māori, nā rātou te petihana i kōkiri i te tau kotahi mano, e iwa rau e whitu tekau mā rua, tae atu ki ngā toa i pakanga kia tū ai te kōhanga reo, me maumahara ki tō rātou toa, ki ngā hekenga mōtuhi me ngā mōrearea i oti i a rātou te takahi inā rā, nā rātou i ora ai te reo i te rua o te mate, me te nuinga o rātou, kāore ō rātou reo, he Māori noho tāone hoki te nuinga o taua hunga, nāna te kaupapa i kawe ngā puoro He aha ētahi kōrero āwhina mā te hunga tauiwi, kātahi anō ka tīmata ki te ako i te reo Māori? Ko te whakaiti te mea nui, ko te whakaute, ko te mōhio tonu, i tata mate tēnei reo Māori i ngā rautaki tāmi a tauiwi kia ngaro ā-wairua, kia ngaro ā-whatumanawa, kia ngaro ā-waha nei te reo Māori, me te mahara hoki ki ngā whakawhiu ki runga ki ngā tūpuna me ō tātou mātua, i a rātou i te kura. Me te aha, he nui ngā mamae i te huarahi ako i te reo Māori, me tautiaki ērā mamaetanga, me mihi ko ērā āhua katoatanga ki tēnei hīkoi. E mihia ana tō manaaki mai i te whakaoratanga ake o te reo, nō tātou katoa o Aotearoa tēnei reo, e tika ana kia whāia ia e koe. Koinei noa ōku whakaaro. Anā, ko tētahi wāhanga nui o te kaupapa, ko te whakapuare i te huarahi ako mō tauiwi mā ka ākina ai rātou e tātou, ka tauawhitia ai hoki rātou e tātou ki tēnei hīkoi nā te mea, ka tupu tētahi waiaro pai ki te reo Māori, ā, ka riro mā rātou ētahi kākano o te reo Māori hei whakatō ki ā rātou horopaki huhua, ki tua atu i te ao Māori Nō reira, he wāhi nui tō rātou ki te oranga tonutanga o te reo, engari ia, he wā tōna e taka, ka tirotiro ki ō mātou hoa Pākehā, kua pakari pai te reo i a rātou kātahi ka kitea ake, kua huri kē i a rātou ināianei, ko te reo Māori hei patu mā rātou, kua kauparea te whakaiti me te whakaute, kua wareware te kūpapa ki raro nā te mea, i te tōnga o te rā, me maumahara rātou, tūturu nō iwi kē tēnei reo, akahoa pēhea, nō whenua kē tōku reo nō rātou tēnei reo, me whakaute tonu, me maumahara hoki ki tōku wāhi o roto o te kaupapa whakarauora reo, me hāpai ko te taonga o te whakaiti whakanuia ko tērā, otirā, e kaha tautoko ana au i tā rātou whai i te reo Māori, e tuku nei i te reo pōhiri, nau mai ki te ako. KA MUTU TĀ SCOTTY MORRISON I te tau rua mano mā tahi, ka kōkiritia e Tā Mason Durie ngā whāinga e toru mō te ahunga whakamua o te mātauranga o te Māori: 1. He Māori ahau ki tēnei ao 2. He kirirarau e whai wāhi ai ki te ao 3. He oranga tinana, he oranga noho Mā te āta whāwhā i te mātauranga Māori me te mōhio ki te whakahirahira o te ako i te reo, ka koke whakamua te kaupapa ki te angitu. Ki tā te Māori, he mana atua te mātauranga iwi taketake. Koia ko te motuhenga o tō te Māori āhua me tōna noho ki ngā ao e rua. Tokomaha kē ngā kaiako kua tīmata te hīkoia o te huarahi ako i te reo. ngā puoro ngā puoro Whākina mai ko tō hīkoitanga i roto i te reo Māori me ōna tikanga. KA TĪMATA A JODIE KENNEDY Kāti, i tīmata taku whai i te reo, tekau mā iwa ngā tau kua pahure, i taku taenga tuatahitanga mai ki Aotearoa. Kuare katoa ana au ki te reo Māori i taua wā. Kāore pea au i mōhio, he reo taketake tō tēnei whenua, me pono, nō reira i tīmata mārire au i te korekore rawa atu, anā, i ngā tau e rima tata nei, kua kaha ake taku whai i te reo mā te wānanga i āhua tītahataha te haere me te mate korona, heoi anō, e whakapakari tonu ana ahau i tōku reo ki tēnei hīkoi. ngā puoro Kua whakaurua e koe ō akoako reo Māori, tikanga Māori hoki ki ō kawenga i tōu kura? Kua kōrero Māori ahau i taku akomanga, i ngā wā e āhei ana au. Me te whakauru i te reo ki taku whakaako. I roto i te marau pakihi, me mātua whakauru ko ētahi tikanga Māori nō reira, ka kōrero au mō ērā i ngā wā katoa i te akomanga, kaua mō te reo Māori anahe, engari mō ngā tikanga kia mōhio ai hoki ki tōna whakahirahira i te akomanga, kia mārama hoki ki te wāhi o ngā tikanga i roto i ngā whakahaere pakihi. Ina whakaako ahau i ētahi kaupapa whāiti, ko au tērā, hokihoki ai ki ērā akoako. ngā akoako He aha ngā wero i pā ki a koe, i tō hīkoi i roto i te reo? Mōku ake, tētahi wero nui, ko te māia ki te kōrero Māori. Kei tūpono ka hē aku kōrero, i konā ka pounamu kākano rua te ngākau, ā, ka kore e kōrerohia tōku reo. Mā te mōhio ki tērā me te mihi tahi ki tērā ngoikoretanga, ka tuku au i tōku kaha ki te kōrero. E ngana ana au ki te whakakupu i tōku ao ki te reo Māori, i ngā wā e āhei ana au, kia tupu ritorito ai te māia. Me te pai noa o te hē o aku kōrero, e mārama ana, ka uia e au ko ōku hoa, ‘he tika rānei tēnei whakahua?’, e pai ana tēnei kōrero? E tika ana te kōrerotia o ēnei kupu? Uia te pātai, āe ko au tērā. ngā puoro He aha ō kōrero āwhina ki ō hoamahi kua tīmata te hīkoia o tēnei huarahi? Tāku ki a koutou e hoa mā, whāia ngā kaupapa ako e puare mai ana. I whāia e au tētahi hōtaka ipurangi, engari, tērā hoki ētahi hōtaka ā-tinana. Ahakoa, he hōtaka ipurangi tāku i whai ai, toro mai ai te kaiako ki tōku ka mahi tahi ā-tinana ai māua me te rawe hoki. Tēnā, whāia ngā kaupapa ako, purutia hoki tō māia, kōrerotia hoki te reo, ki te tuohu koe, me he maunga teitei. KA MUTU TĀ JODIE KENNEDY Kei te whakataukī e kīia nei, he waewae kaipakiaka, kei konā ko ngā ariā mō ngā tikanga Māori me ō tātou taketake. Ehara kau i te mea, he tauhou te kaupapa o te kirirarau ā-ao. Ki te tirohia te kaupapa nei mā te whatu o te whakataukī, waewae kaikapua, māmā noa iho te kite ake i te whakawhitiwhiti mai i tētahi ao ki tētahi, mai i tētahi ahurea ki tētahi. Tūturu, nō te ao Māori taketake ēnei ariā e rua nei, ā, ka haere tahi rāua, inā rā, e waingōhia ai te whakawhitiwhiti mai i tētahi ao ki tētahi, me pakari tātou ki tō tātou ake i te tuatahi.
[ Audio Resource ]
- Title: Podcast 8 – Mātauranga Māori: The golden, all access ticket
- Description: Listen to a podcast of Webisode 8 here:
- Audio File Type: mp3
- Audio File Size: 15MB
- Audio URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-11/Ep8_Audio_0.mp3?VersionId=TiScWrmMw1g58GfdpyZ5GZB4pNqCbuT6
- Transcript: English Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. This is a package of tools designed to support sector readiness by educating the educators. We’ve heard what you’ve said. You want practical applications for the classroom and more kōrero or discussions around Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. You as valued educators
Audio Description: Listen to a podcast of Webisode 8 here:
Audio Transcript: English Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. This is a package of tools designed to support sector readiness by educating the educators. We’ve heard what you’ve said. You want practical applications for the classroom and more kōrero or discussions around Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. You as valued educators
English
Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. This is a package of tools designed to support sector readiness by educating the educators. We’ve heard what you’ve said. You want practical applications for the classroom and more kōrero or discussions around Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori. You as valued educators, iwi representatives and whānau members of ākonga Māori across the motu are key to the success of this kaupapa and indeed the implementation of this change. Our future generations will benefit from the foundation laid today, and we sincerely hope that these resources will help support your transition into this new space. So haere mai, come along with us as we unpack the second change priority Mana ōrite mō te mātauranga Māori - Equal status for mātauranga Māori, Māori knowledge concepts. music playing over title Welcome to the eight webisode in the web series entitled ‘The golden all-access ticket’ where we will unpack the potential of mātauranga Māori on the global stage. A knowledge of mātauranga Māori is an asset for all. The unique identity of who we are as a nation–as tangata whenua–provides a bridge to the international sphere We need to realise we have something to offer and proceed with confidence, grounded in the knowledge of where we have come from and who we are. Now, in this webisode, we will discuss how indigenous knowledge has been historically viewed, the real value of this and the benefits of language acquisition for ākonga – alongside some considerations when navigating this space. Let’s go to the wisdom of this whakataukī. Ko te manu e kai ana i te miro nōna te ngahere, ko te manu e kai ana i te mātauranga nōnā te ao. Literally translated, the whakataukī says, ‘the forest belongs to the bird who feasts on the miro berry, the world belongs to the bird who feasts on education’. This whakataukī has a number of layers of meaning but it can be seen as the person who seeks after knowledge and understanding – in our case mātauranga Māori – will conquer great things. Indigenous knowledge can be seen as the distinctive understandings and knowledge, beliefs and traditions that are rooted in native cultural experience. This guides everyday living, relationships and an understanding of one’s place in the world and the connection to the natural environment. For example, when introducing ourselves with a pepeha, acknowledging how we are connected to place and people as opposed to what we do as a job – is unique to Aotearoa, and born of tangata whenua creation narratives. It is also indicative of our birth as a nation, embracing our points of difference and walking with pride as we move in and out of Aotearoa. music playing Why is indigenous knowledge valuable for ākonga on a global stage? TE AHUKARAMŪ CHARLES ROYAL BEGINS Well I think indigenous knowledge is valuable to ākonga internationally and locally. It’s valuable because indigeneity is a wisdom of increasing urgency and relevance today. Indigeneity which is about a kinship based relationship with natural world environments. That’s the basic wisdom that lies at the core of tangata whenuatanga - indigeneity and that those basic set of ideas at the core of tangata whenuatanga are increasing in urgency and relevance today. Humankind has clearly got a problem in its relationship with the natural world. Indigeneity a reworked indigeneity and tangata whenuatanga has got real things to offer society at large and for young people going forward. music playing What, in your opinion, has prompted the reclamation of indigenous knowledge? Well many things have prompted it. I mean one of the the first things is a quandary of Māori identity that we’ve suffered for a long time – the recovery of identity has been an important, motivating factor in the reclamation and revitalisation of language and culture and cultural knowledge and so on. Another very important motivating factor behind mātauranga Māori revitalisation has been the advancement of treaty claims that is the resolution of problems in history and breaches to the Treaty of Waitangi and things of this kind And you can’t really understand the Māori experience of the breaches of the Treaty of Waitangi and the many difficult and problematic things, terrible things the Government visited on our people you can’t really understand those things unless you’ve got some kind of grasp of mātauranga Māori. TE AHUKARAMŪ CHARLES ROYAL ENDS Historically, indigenous knowledge has been marginalised unless it served a purpose for the majority. It has been seen as primitive and not steeped in empirical evidence of knowing, therefore less worthy. Contrary to this common belief, indigenous knowledge is arguably based on empirical evidence–science without a lab coat–the trial and error model. Largely untapped, local knowledge is an invaluable resource and offers ākonga the opportunity to understand and appreciate different knowledge bases and perspectives. Many people see indigenous knowledge as fixed but we know, and history teaches us, that it is actually dynamic and changeable–it must be so to ensure its survival. We often see and hear in our everyday lives, the denigration of mātauranga Māori. Some people question this recent recognition of te ao Māori, feeling threatened by the unknown concept; querying its relevance to not only Aotearoa but also globally. It’s important to not let deficit thinking be a barrier to moving forward for our ākonga. Learning te reo Māori is more than just acquisition of language. Te reo Māori goes hand in hand with tikanga Māori and this is a state of being not just grammatical constructions. Language is only the beginning of the journey. It is the most genuine way of gaining a true insight into our world. Through te reo Māori you can better understand tikanga Māori. Expect your te reo Māori pathway to be ongoing because language acquisition changes with the times. Honouring our biculturalism, realizing mana ōrite requires us to move ourselves closer to achieving bilingualism. music playing What access to te ao Māori does the acquisition of te reo Māori provide to a learner? SCOTTY MORRISON BEGINS So, um most of the people that I teach are non-Māori and straight away you see a change in how they think, a change in attitude once they start learning te reo they’re thinking changes, their attitudes change, they begin to understand where Māori are coming from a lot more but also they begin to understand how they fit in to the scheme of Aotearoa and it actually gives them a lot more purpose and a lot more solidarity and thought as to what their position is, who they are and where they come from and what their identity is as non-Māori living in Aotearoa so they start to gravitate towards the tangata Tiriti description which is good because then that provides a lot more clarity around the treaty relationship so the reo you know it’s not just a language – it’s a whole lot more than that they start to identify with the concepts that we have in te reo. The concepts of respect and the a and o category. They start to identify with the holistic nature of te reo. They start to interact with their surroundings a lot different because of the metaphor and poetry and the proverbs that are in te reo. So all of those thigs open up to them and I really hope that our Māori people start to get moving as well because those are the kind of connections that we need as Māori people to be fully healthy in our culture and who we are. So, I think the reo is the key to the whole lot. music playing How does knowing te reo Māori connect learners to other indigenous cultures across the globe? The amount of times I’ve been to other countries to visit indigenous cultures to talk about our language revitalization and talk about you know initiatives like kōhanga reo, like kura kaupapa they’re very, very interested in that and for quite a long time Māori have been leading the way in language revitalisation, language regeneration and even cultural revitalisation, a lot of the indigenous cultures around the world look toward us for that leadership and I think that’s something we need to be very proud of and I think the country should be really proud that we have an indigenous, we have indigenous people here that are world leaders in this particular field and we have indigenous people here who would not give up te reo Māori and would not accept the dialogue around in the early 60’s and 70’s that it was an extinct language and an irrelevant language and so you’ve got to pay acknowledgement and homage to people who lead the petition in 1972 all of those people who fought and created kōhanga reo, you always have to be cognizant of the effort that they put in and the risks that they took but also that they pretty much saved our reo and a lot of them were not Māori speakers, and a lot of them were urban Māori who lead the movement music playing What advice would you have for non-Māori learners who are at the beginning of their reo journey? You have to come in with humility, you have to come in with respect and you have to come in with the realisation that this is a language that basically colonisation tried to destroy and they tried to destroy it on so many levels. On a spiritual level, on an emotional level and on a physical level because we all know what happened to our grandparents and some of us our parents when they were at school. So, you know there’s a lot of trauma around te reo Māori that needs to be recognised and acknowledged and to be remembered when they are going through the reo journey. We appreciate that you are joining the revitalization movement and it’s a language that belongs to all of us here in Aotearoa so you have every right to learn it. That’s my opinion anyway And I think it’s a very important part of the revitalization process that we start to get non-Māori people in to learn the reo and we embrace them and we support them in their journey because they are the people who start to create better attitudes towards the reo, goodwill towards the reo and they start to normalize the reo in a broad range of settings outside of Māori contexts So they are an important cog of language revitalization but I always, sometimes I look at some of our Pākehā friends who have become very, very fluent in te reo and you start to see them wielding the reo a little bit as a weapon for them rather than maintaining that humility and maintaining that respect and realising that I just need to step back a little bit here because when it comes down to it, when it comes down to the crunch, this is Māori peoples language not mine even though I’m in Aotearoa, my language belongs from another country this language belongs to them so I still need to respect that and still need to know my place within the te reo Māori sector and the reo Māori community so it’s just about humility and recognizing that but at the same I’m very supportive of them learning it and I will welcome them into my classes to learn it. SCOTTY MORRISON ENDS In 2001, Sir Mason Durie championed three goals for the educational advancement of Māori: 1. To live as Māori; 2. To actively participate as citizens of the world; 3. To enjoy good health and a high standard of living. Consciously deciding to engage with mātauranga Māori and understanding the need for wider language acquisition is a step towards success. Indigenous knowledge is considered a superpower to Māori. It is the unique ability Māori to walk, live and be in two worlds. Many kaiako are now on their own personal learning journeys. music playing music playing Tell us about your te reo Māori me ōna tikanga learning journey. JODIE KENNEDY BEGINS Ok so my learning journey probably began 19 years ago when I arrived in Aotearoa. I didn’t know any Māori. I didn’t even probably know it was a language to be honest um when I arrived here so I started from zero and the learning for me has increased over the last 5 years I did a course through the wānanga a tikanga and te reo course through the wānanga was a bit disrupted with covid but I’m continuing to improve and learn more reo as I’m journeying through. music playing How have you utilised your learnings in te reo Māori and tikanga Māori in your role within your kura? So I’ve utilised by learning in te reo by using it in the classroom as often as possible. Trying to incorporate it in my teaching. In business studies we do need to incorporate Māori business concepts so I am talking about those as often as possible within the classroom not just te reo but also tikanga and understanding the significance of that in the classroom as well understanding how business is incorporated in the way they run, their reason for being. I will always use that if I’m teaching students about case studies. music playing What were some of the challenges you have faced while you have been on your journey? So for me, a massive challenge that I faced is just having the confidence to use te reo. I don’t wanna get it wrong and I really wanna do the right thing and so that has ultimately ended up in hesitation of me using it as often as I probably could’ve. But knowing that and accepting that has meant that I’m forcing myself. I’m doing it as much as I can and finding ways to use te reo naturally as often as possible increases my confidence. And it’s ok to make mistakes, I understand and I will ask questions I’ll ask my friends ‘is this pronunciation correct?’, am I doing it right? Am I using this terminology in the right way? Yeah so asking, I always asking for help. music playing What advice would you give your colleagues who are currently also on their journey? Ok so my advice to anyone would be to learn like just take advantage of the courses that are available. I did a course through the wānanga online but there are courses that are available face to face. Even though my course was online I had a kaiako come to me and work with me one to one as well which was brilliant. So take advantage of the opportunities to learn and keep the confidence to keep using te reo because you will get there. JODIE KENNEDY ENDS Having a sound foundational knowledge of where we come from and from whom we descend can be represented in the metaphor waewae kaipakiaka. The concept of global citizenship is perhaps not as foreign as we may think. Seen through the concept of waewae kaikapua people who move from place to place fluidly, navigating different worlds and different cultures with ease. These two ideas derive from te ao Māori go hand in hand to competently move between foreign worlds, we must be resolute in our own.
Te Reo Māori
Nau mai haere mai ki te kohinga hōtaka paetuku o Mana ōrite mō te mātauranga Māori Koia tēnei ko tētahi kete rauemi hei manaaki i te takatū o te rāngai mā te whakaako i ngā kaiako. Kua āta rongo mātou i ā koutou whakahau. E tōminatia ana ko ētahi rauemi ā-ringa nei mō te akomanga, otirā, ko ētahi anō whitinga kōrero mō runga i te Mana ōrite mō te mātauranga Māori. Ko koutou te pū e eke ai ngā whakahounga o te kaupapa, anā nei ko koutou anō hoki ngā kaiwhāngai i te mātauranga, ngā māngai o ngā iwi, ngā whānau o ngā ākonga Māori, huri noa i te motu. Mō ngā reanga tonu o āpōpō ngā hua o ēnei mahinga tūāpapa e takoto i te rangi nei me tō mātou manako pū, he āwhina ka puta i ēnei rauemi e māmā ake ai ō hīkoitanga i te ara hou kei mua i te aroaro. Nō reira, haere mai, kia kotahi te whiu o te hoe, ka tirohia e tātou te wāhanga whakahounga tuarua mō runga i te Mana ōrite mō te mātauranga Māori. ngā puoro me te taitara Nau mai rā ki te tuawaru o ngā terenga e kīia nei ko ‘Te Tīkiti Kōura Uru Whānui’ e wetekina ai e tātou ko te pitomata o te mātauranga Māori, i te atamira o te ao. Ki te whai wāhi tātou ki te mātauranga Māori, nō tātou katoa te whiwhi. Ko te tohu motuhake nei o te tuakiri ā-motu – hei tangata whenua–koia tonu te piriti ki te ao whānui Me mārama ki a tātou, he hua ā tātou hei takoha atu ki te ao, inā me tū māia tātou, i roto i te mātauranga i ahu mai ai tātou i ō tātou taketake. Anā, ki konei, ki tēnei terenga ka wetekina te titiro a te inamata ki te mātauranga iwi taketake, ki ōna wāriu me ngā painga ka puta mō ngā ākonga e whai ai i te reo – me ētahi atu whiriwhiri hei whakaarotanga ake. Kia tīkina ake ko te pū o te whakataukī. Ko te manu e kai ana i te miro nōna te ngahere, ko te manu e kai ana i te mātauranga nōnā te ao ‘Ko te manu e kai ana i te miro nōna te ngahere, ko te manu e kai ana i te mātauranga nōnā te ao’. He nui ngā tikanga o te whakataukī nei, engari ki tēnei horopaki, koia ko te tangata e rapu ana i te māramatanga – anā, ko te mātauranga Māori tēnā – ka eke i taua tangata ngā kōtihitihi o angitu. Ko te mātauranga iwi taketake, koia tēnā ko te māramatanga, te mātauranga tonu, ngā whakapono me ngā tikanga e toi taketake nei i te ahurea taketake. Koinei pū ngā tikanga ārahi i te tangata ia rā, ōna tūhonohonotanga me te mōhio o te tangata ki tōna tū ki te ao me tōna hono ki te taiao. Hei tauira, kei ā tātou pepeha te kaupapa, he tuitui i a tātou ki te whenua, ki ngā iwi kaua ki ā tātou tūranga mahi – koia ko te tohu motuhenga ki Aotearoa nei, i puta mai ai i ngā pūrākau tangata whenua tonu. Ā, he mea whanau tahi mai taua motuhenga ki tēnei whenua, tēnā hāpainga ō tātou motuhengatanga ka tū māia tātou, i Aotearoa nei, i te ao anō hoki. ngā puoro He aha te hua o te mātauranga iwi taketake mō ngā ākonga ki te atamira o te ao? KA TĪMATA A TE AHUKARAMŪ CHARLES ROYAL Tāku e whakapae nei, he nui ngā hua o te mātauranga iwi taketake, i Aotearoa nei, i te ao anō hoki. Nā te mea, he māramatanga hōhonu te iwi taketaketanga e hiahiatia ana, e hāngai mai ana ki tō ināianei rangi. Kei tōna pūtake, ko ngā tātai whakapapa o te taiao, ki te taiao. Koia nei te pūtake māramatanga o te tangata whenuatanga – ā, e hiahiatia ana ōna purapura whakaaro, e hāngai mai ana ki tō ināianei rangi. Kua whati te hono o te tangata ki te taiao. Tēnā taonga te tangata whenuatanga, he hua ōna mō te iti me te rahi, mō Ngāi Āpōpō ki tua. Ngā puoro He aha, ki ō whakaaro, te take e whakahokia mai nei te mātauranga iwi taketake? Inā kē ngā take maha. Tētahi mea, ko te rangirua o te tuakiri Māori, kua roa e whakararu nei i te nuinga – he mea nui te whakahokitanga mai o te tuakiri, koia te kaitākirikiri i te ngākau kia whakaohongia ko te reo me ngā tikanga. Tētahi mea nui anō o te whakahokitanga mai o te mātauranga Māori ko te kōkiritanga o ngā take tiriti, koia ko ngā whakaeatanga o ngā hē, mai anō, me te Tiriti o Waitangi, me ērā tū mea Anā, e korekore rawa e mārama ki te wheako Māori, ki ngā hē o te Tiriti o Waitangi me ngā whakawhiu maha a te Kāwanatanga ki ō tātou iwi e kore e mārama ki ērā hē, ki te kore e mārama ki tētahi mōhiotanga o te mātauranga Māori. KA MUTU TĀ TE AHUKARAMŪ CHARLES ROYAL Mai anō, mai anō kua kauparea te mātauranga iwi taketake, māna, e whai take ana ki te nuinga. Kua kīia, nō te ao kōhatu a ia, kāore hoki ōna kitenga pū mōhiohio, nā reira, kāore ōna take. Engari kē, i hua ake te mātauranga taketake i ngā kitenga pū mōhiohio – i te mātauranga koti kaipūtaiao kore – i te ara whakamātautau. Kimihia ngā puna kōrero o te rohe, hei whāngai i ngā ākonga kia mārama ai ki a rātou te whānuitanga o ngā mōhiotanga. E pōhēhētia ana e te nuinga, he tū tekoteko noa iho te mātauranga Māori, engari, tirohia te hītōria, e whakaatu mai ana, he mātauranga taitupu tēnei – me pērā i ora ai ki tēnei rangi, haere ake nei. Ia rā, ia rā, ka putaputa ngā whakahāwea i te mātauranga Māori. Tērā ētahi tāngata e wero ana i te whakahokitanga mai o te ao Māori, e tino wehi ana i tō rātou kuare; werohia ai tōna hāngai ki Aotearoa nei, ki ao whānui hoki. Mea nui, kaua e riro mā te whakaaro korekore ngā pātū hei whakaara i mua i ā tātou ākonga. Inā kē ngā painga o te ako i te reo Māori. Haere tahi ai te reo Māori me ngā tikanga Māori, inā rā, he āhua noho, ehara kau i te kārawarawa anahe. Ko te reo te tapuwae iti tuatahi o te hīkoi roa. Koia pū ko te matapihi tonu ki te ao Māori. Mā te reo Māori e mārama pai ai ki ngā tikanga Māori. Me mārama ki a koe, he hīkoi roa te huarahi o te reo Māori, inā kē ōna piki me ōna huringa. E tata ai tātou ki te reo rua, me whakatinana te reo ruatanga, kei reira pū te mana ōrite. Ngā puoro Ki te ako te tangata i te reo Māori, he aha ngā tatau o te ao Māori ka huakina mai ki te ākonga? KA TĪMATA A SCOTTY MORRISON Te nuinga o ngā tāngata ka noho hei ākonga māku, he tauiwi rātou, ā, ka tere huri ō rātou whakaaro, ō rātou waiaro, i roto i tā rātou hīkoi i te ara o te reo Māori ka mārama anō ki a rātou, he aha hoki ngā pūtake whakaaro o te iwi Māori, tae atu ki tō rātou noho i Aotearoa mā te whai hoki i te reo, ka whakaū rātou i a rātou anō ki te whenua e noho nei rātou, ki tō rātou tuakiri, ki ō rātou taketake otirā, ka wānangatia tō rātou tuakiri, hei tauiwi ki Aotearoa nei, kātahi ngā whakaaro ka neke ki tētahi āhua Tangata Tiriti me te pai hoki o tērā, nā te mea ka mārama ake te titiro ki te āhua o te Tiriti, nō reira, ehara kau i te mea, he reo anahe te reo Māori – inā kē tōna whānui ka tīmata te mārama haere ki ngā kaupapa o te reo. Ko te whakaute, anā ko te a me te o. Ka mārama haere ki te ao whānui o te reo Māori. Ka huri ō rātou aro me tā rātou whakawhanaunga atu me te taiao, nā te ako i ngā kura huna o roto o te reo. Me te aha, ka puare te matapihi o te reo Māori ki a rātou, me taku manako, ka ahu pērā hoki ngā Māori, nā te mea, koinei tētahi momo tohu ora o te iwi Māori, kia mōhio tātou ki ō tātou taketake. Ki ōku whakaaro, ko te reo te pou tokomanawa o ao Māori. ngā puoro Mehemea kua mōhio te tangata ki te kōrero Māori, ka pēhea tana reo Māori e tuitui i a ia ki iwi kē, huri noa i te ao? E hia kē aku haere ki tāwāhi ki te kauhau i te whakaoratanga ake o te reo Māori me ngā kaupapa whakaora pēnei me te kōhanga reo, te kura kaupapa, ka nui hoki tō rātou hīkaka mai, inā rā, kua roa nei te wā, ko te iwi Māori tērā e paeārahi ana i te mahi whakarauora reo tae atu ki te whakarauora tikanga, kua noho ko te iwi Māori te paerata e tirohia ai tā tātou hautūtanga e ngā iwi o te ao, me whakahīhī tātou i tēnā ka tika, otirā, me whakahīhī te motu katoa he iwi taketake ō tēnei whenua, he manukura rātou o runga o te ao mō tā rātou whawhai mutunga kore hei oranga mō te iwi taketake, he mate ururoa tāna whawhai e kore e tukua tōna reo kia mate, i te whakaaro whānui e rere ana i ērā wā o ngā tau ono tekau me ngā whitu tekau, i kīia ai he reo mate, he reo koretake mō te ao hou, nō reira me mihi ki ngā toa reo Māori, nā rātou te petihana i kōkiri i te tau kotahi mano, e iwa rau e whitu tekau mā rua, tae atu ki ngā toa i pakanga kia tū ai te kōhanga reo, me maumahara ki tō rātou toa, ki ngā hekenga mōtuhi me ngā mōrearea i oti i a rātou te takahi inā rā, nā rātou i ora ai te reo i te rua o te mate, me te nuinga o rātou, kāore ō rātou reo, he Māori noho tāone hoki te nuinga o taua hunga, nāna te kaupapa i kawe ngā puoro He aha ētahi kōrero āwhina mā te hunga tauiwi, kātahi anō ka tīmata ki te ako i te reo Māori? Ko te whakaiti te mea nui, ko te whakaute, ko te mōhio tonu, i tata mate tēnei reo Māori i ngā rautaki tāmi a tauiwi kia ngaro ā-wairua, kia ngaro ā-whatumanawa, kia ngaro ā-waha nei te reo Māori, me te mahara hoki ki ngā whakawhiu ki runga ki ngā tūpuna me ō tātou mātua, i a rātou i te kura. Me te aha, he nui ngā mamae i te huarahi ako i te reo Māori, me tautiaki ērā mamaetanga, me mihi ko ērā āhua katoatanga ki tēnei hīkoi. E mihia ana tō manaaki mai i te whakaoratanga ake o te reo, nō tātou katoa o Aotearoa tēnei reo, e tika ana kia whāia ia e koe. Koinei noa ōku whakaaro. Anā, ko tētahi wāhanga nui o te kaupapa, ko te whakapuare i te huarahi ako mō tauiwi mā ka ākina ai rātou e tātou, ka tauawhitia ai hoki rātou e tātou ki tēnei hīkoi nā te mea, ka tupu tētahi waiaro pai ki te reo Māori, ā, ka riro mā rātou ētahi kākano o te reo Māori hei whakatō ki ā rātou horopaki huhua, ki tua atu i te ao Māori Nō reira, he wāhi nui tō rātou ki te oranga tonutanga o te reo, engari ia, he wā tōna e taka, ka tirotiro ki ō mātou hoa Pākehā, kua pakari pai te reo i a rātou kātahi ka kitea ake, kua huri kē i a rātou ināianei, ko te reo Māori hei patu mā rātou, kua kauparea te whakaiti me te whakaute, kua wareware te kūpapa ki raro nā te mea, i te tōnga o te rā, me maumahara rātou, tūturu nō iwi kē tēnei reo, akahoa pēhea, nō whenua kē tōku reo nō rātou tēnei reo, me whakaute tonu, me maumahara hoki ki tōku wāhi o roto o te kaupapa whakarauora reo, me hāpai ko te taonga o te whakaiti whakanuia ko tērā, otirā, e kaha tautoko ana au i tā rātou whai i te reo Māori, e tuku nei i te reo pōhiri, nau mai ki te ako. KA MUTU TĀ SCOTTY MORRISON I te tau rua mano mā tahi, ka kōkiritia e Tā Mason Durie ngā whāinga e toru mō te ahunga whakamua o te mātauranga o te Māori: 1. He Māori ahau ki tēnei ao 2. He kirirarau e whai wāhi ai ki te ao 3. He oranga tinana, he oranga noho Mā te āta whāwhā i te mātauranga Māori me te mōhio ki te whakahirahira o te ako i te reo, ka koke whakamua te kaupapa ki te angitu. Ki tā te Māori, he mana atua te mātauranga iwi taketake. Koia ko te motuhenga o tō te Māori āhua me tōna noho ki ngā ao e rua. Tokomaha kē ngā kaiako kua tīmata te hīkoia o te huarahi ako i te reo. ngā puoro ngā puoro Whākina mai ko tō hīkoitanga i roto i te reo Māori me ōna tikanga. KA TĪMATA A JODIE KENNEDY Kāti, i tīmata taku whai i te reo, tekau mā iwa ngā tau kua pahure, i taku taenga tuatahitanga mai ki Aotearoa. Kuare katoa ana au ki te reo Māori i taua wā. Kāore pea au i mōhio, he reo taketake tō tēnei whenua, me pono, nō reira i tīmata mārire au i te korekore rawa atu, anā, i ngā tau e rima tata nei, kua kaha ake taku whai i te reo mā te wānanga i āhua tītahataha te haere me te mate korona, heoi anō, e whakapakari tonu ana ahau i tōku reo ki tēnei hīkoi. ngā puoro Kua whakaurua e koe ō akoako reo Māori, tikanga Māori hoki ki ō kawenga i tōu kura? Kua kōrero Māori ahau i taku akomanga, i ngā wā e āhei ana au. Me te whakauru i te reo ki taku whakaako. I roto i te marau pakihi, me mātua whakauru ko ētahi tikanga Māori nō reira, ka kōrero au mō ērā i ngā wā katoa i te akomanga, kaua mō te reo Māori anahe, engari mō ngā tikanga kia mōhio ai hoki ki tōna whakahirahira i te akomanga, kia mārama hoki ki te wāhi o ngā tikanga i roto i ngā whakahaere pakihi. Ina whakaako ahau i ētahi kaupapa whāiti, ko au tērā, hokihoki ai ki ērā akoako. ngā akoako He aha ngā wero i pā ki a koe, i tō hīkoi i roto i te reo? Mōku ake, tētahi wero nui, ko te māia ki te kōrero Māori. Kei tūpono ka hē aku kōrero, i konā ka pounamu kākano rua te ngākau, ā, ka kore e kōrerohia tōku reo. Mā te mōhio ki tērā me te mihi tahi ki tērā ngoikoretanga, ka tuku au i tōku kaha ki te kōrero. E ngana ana au ki te whakakupu i tōku ao ki te reo Māori, i ngā wā e āhei ana au, kia tupu ritorito ai te māia. Me te pai noa o te hē o aku kōrero, e mārama ana, ka uia e au ko ōku hoa, ‘he tika rānei tēnei whakahua?’, e pai ana tēnei kōrero? E tika ana te kōrerotia o ēnei kupu? Uia te pātai, āe ko au tērā. ngā puoro He aha ō kōrero āwhina ki ō hoamahi kua tīmata te hīkoia o tēnei huarahi? Tāku ki a koutou e hoa mā, whāia ngā kaupapa ako e puare mai ana. I whāia e au tētahi hōtaka ipurangi, engari, tērā hoki ētahi hōtaka ā-tinana. Ahakoa, he hōtaka ipurangi tāku i whai ai, toro mai ai te kaiako ki tōku ka mahi tahi ā-tinana ai māua me te rawe hoki. Tēnā, whāia ngā kaupapa ako, purutia hoki tō māia, kōrerotia hoki te reo, ki te tuohu koe, me he maunga teitei. KA MUTU TĀ JODIE KENNEDY Kei te whakataukī e kīia nei, he waewae kaipakiaka, kei konā ko ngā ariā mō ngā tikanga Māori me ō tātou taketake. Ehara kau i te mea, he tauhou te kaupapa o te kirirarau ā-ao. Ki te tirohia te kaupapa nei mā te whatu o te whakataukī, waewae kaikapua, māmā noa iho te kite ake i te whakawhitiwhiti mai i tētahi ao ki tētahi, mai i tētahi ahurea ki tētahi. Tūturu, nō te ao Māori taketake ēnei ariā e rua nei, ā, ka haere tahi rāua, inā rā, e waingōhia ai te whakawhitiwhiti mai i tētahi ao ki tētahi, me pakari tātou ki tō tātou ake i te tuatahi.
Supplementary Resource 8 – The golden ticker: an assessment tool
Support your learning from Webisode 8 with this supplementary resource:
Supplementary Resource 8 – The golden ticker: an assessment tool
Support your learning from Webisode 8 with this supplementary resource:
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Webinar 4 – Strategies and mātauranga Māori
These webinar recordings dive deeper into the kaupapa discussed in Webisodes 7 and 8. With the help of Mana ōrite experts, kaiako reflect on their learning so far and ask questions to seek clarity on the themes discussed in the webisodes.
These webinar recordings dive deeper into the kaupapa discussed in Webisodes 7 and 8. With the help of Mana ōrite experts, kaiako reflect on their learning so far and ask questions to seek clarity on the themes discussed in the webisodes.
[ Video Resource ]
- Title: Webinar 4 – Strategies and mātauranga Māori
- Description: This webinar dives deeper into the kaupapa discussed in Webisodes 7 and 8.
- Video Duration: 60 minutes
- Video URL: https://player.vimeo.com/video/774052928?h=47e1444088
- Transcript: English Nau mai
English
Nau mai, haere mai rā e te motu whānui ki tēnei kauhau tuihono e pā ana ki te mana ōrite mō te mātauranga Māori. Yes indeed and welcome to you all and thank you for joining us for this webinar. Mana ōrite mō te mātauranga Māori is the second change priority of the NCEA change programme. The purpose of these webinars are to provide a space for our sector to wānanga, ask pātai or questions and seek clarification on any ideas. So, kia kaha rā koutou! Please add any pātai (questions) into the chat and we'll aim to answer all of your questions during our session tonight. Our focus this evening will be on strategies to engage and implement mātauranga Māori and how kura can access mātauranga Māori perspectives and also how this is viewed historically, but added to that how mātauranga Māori is part of our unique identity as a nation and how this could be beneficial on a global scale. So as you can hear there’s lots to talk about tonight. Before we get started, we are very grateful to TupuOra Education & Development who have donated our giveaway prizes for tonight. We have a Te Tuhirau prize pack and two Ngāti Ranginui board games to give away. All you need to do to win one of these awesome prizes, is answer the following pātai: There it is up on your screens now. What advice would you give to school leadership as they navigate the changing landscape? Ko taua pātai anō rā: What advice would you give to school leadership as they navigate the changing landscape? Winners will be announced towards the end of our session later tonight. So put your answers into the chat to be in to win. Kia kaha rā koutou. It’s time now to meet our awesome manuhiri. Our first guest, Jeanne Kerr (Ngāi Tai, Ngāti Porou) has over 17 years of experience incorporating effective learning methodologies and frameworks, and is a long-serving Board of Trustees member. Jeanne is currently the director and consultant of Tūnui Associates Ltd, where the needs of whānau, hapū, iwi, and community are paramount. Everything Jeanne lends herself to highlights her passion for education and transforming the lives of whānau. Tēnā koe Jeanne, nau mai haere mai. At only 19 years of age, our second guest, Ngārewarewa Tata descends from Ngāi Tai, Rongowhakaata, Ngāti Porou and Ngāti Maniapoto. She is currently studying towards a conjoint degree in Law and Arts, majoring in Political Science and Japanese language at Te Herenga Waka - Victoria University in Wellington. Some of her accolades include the following being a recipient of the Ngārimu VC and 28th Māori Battalion Memorial Scholarship, an Aotearoa-New Zealand Kyokushin Karate representative, and a recently elected Executive member as Pou Tikanga of Ngā Rangahautira – the Māori Law Association at Te Herenga Waka. I don’t know where she finds the time to sleep just quietly. Ngārewarewa is a proud first language speaker of te reo Māori, and an alumni from the kōhanga reo, kura kaupapa Māori and kaupapa Māori education movements, all of which have been instrumental in her passion of Māori succeeding as Māori. Please join me in welcoming this dynamic mother and daughter duo to our kaupapa. Tēnā rawa atu kōrua. Goodness me is all this talent in the genes Jeanne? Yes it must be and from my side. From your side ok. Absolutely. I feel a debate coming on. It’s lovely to have you both on our webinar tonight. We’ve got lots of kōrero to get through. So let’s get to our first pātai. Anei e whai ake nei ko te pātai tuatahi e hoa mā. How can the Board of Trustees support school wide leadership to implement mātauranga Māori? Ko taua pātai anō rā: How can the Board of Trustees support school wide leadership to implement mātauranga Māori? I’m going to throw that question to you first Jeanne. Seen as though you’re mum. Ok, ka pai kia ora. um yeah I think that's a that's a great question and that's one that when you sit on Boards of Trustees that I'm sure you all have asked each other or will be asking each other that question I think it's really important to um to be supportive of your school leadership as well you know they um you're wanting to implement something and and they are probably also wanting to implement something so it's just about sort of making sure you're on the same page um making sure as a Board of Trustees that you're leading things out and that you're um you know you're serving the people as well as the governor and so you you really need to be um leading by example as well so Boards of Trustees is the best thing they can do is is really kind of show and display what that might look like so what that um implementing mātauranga Māori might look like in the school and there's a whole lot of of things that that might look like and and I suppose we're going to get to that a bit later but that would be my main thing is to really lead by example is the board Ngārewarewa what do you think about mums comments? You got anything to add? Maybe not in that regard um you know awesome but um I just think like maybe from a taiohi perspective uh inspiration would would be key so like you know ko ngā kaiako ngā tipua ki ngā taiohi. Mehemea kaore ngā kaiako ka whakatūria mai te wana, te ihi mō te mātauranga Māori kīhai ngā taiohi e pērā hoki. so yeah you know you just keep looking up you know this person has passion this person has passion and then you just like from you know you just you just want to give it to everyone yeah Transfer that passion that inspiration to the students. Yeah something along those lines. Mārama katoa. Tēnā koe Ngārewarewa. Alright moving to our next question, an online question. Te pātai tuarua now in light of the upcoming changes how do tumuaki ensure their policies are fit for purpose? anei anō taua pātai in light of the upcoming changes how do tumuaki ensure their policies are fit for purpose? We’re going to start with you this time Ngārewarewa. Pēhea nei o whakaaro? Um he maha āku whakaaro, but I think you know tumuaki know the policies are fit for purpose when Māori taiohi and Māori tauira are able to walk away from kura tuarua knowing who they are and knowing where they come from and they're able to ground themselves in that and you know to go further when non-Māori taiohi can walk away from school understanding what has happened on this land you know and and are able to implement those sentiments in their future endeavours you know because I do say for some non-Māori that can be quite daunting eh yeah yeah yeah it would be daunting so it's it's just it's approaching it carefully um and respectfully yeah and respectfully yeah Pēhea kia koe Jeanne? um not too dissimilar actually I think you know it's really when you're looking at your school policies like what's the end game you know what what do you want to achieve as a as a kura and if you know what you want to achieve is uh Māori succeeding as Māori and and Māori reaching their potential and actually all students reaching their potential um then do your policies reflect that you know is that is that able to happen with the policies that you have um even also with your tumuaki like you know just all that sort of board stuff that you need to do have you are you review reviewing them frequently and do they actually need changes in are you actually adhering to them do you have a complaints policy that you never really follow or um you know do you need to sort of make changes there so I think it's not just you know anyone can write stuff on paper and policies can look wonderful on paper but if they're not actually being adhered to and actually living the policies then you know you know ka aha? what's the what's the point in having them so I think that's really important as well to make sure that you are constantly they're living and breathing documents if you like that that should be always changing in reviewing and yeah that kind of thing and I do say and you know by no means am I an educationalist or a teacher but I I kind of um sense that if some of the policy I mean you'll have your standard policies National policies but if there are policies which you think benefit a more um aligned to your particular Kuda then there's that that opportunity to get in there and adapt a and yeah to to to make it more relevant to your kura yeah for sure I mean I know you know for example you might have a sort of a policy on cultural leave or something Exactly you have matatini and then half your school leaves because they're either in a team or they want to watch a team or their kids are in a team or whatever so yeah yeah I think um the ability to be able to do that as well and not just take your stock standard sort of policies yeah you know well actually we we also need a policy on this or we need a policy on that Hauraki Māori Trust Board their financial year is geared around their fishing season you know how cool is that so so if um that's when they present their reports I think it's September also it's a totally different time of year from everything else but it's their fishing season so you know that kind of thing so tailoring your policies and things to your kura is really important. That was the word I was looking for tailoring. Oh ka pai. We’re on the same wave length. Ki te pātai e whai ake nei. This is question number three. What are the challenges that board members need to consider when implementing mātauranga Māori? We'll stay with you for this one Jeanne. so um there's lots of you know there'd be lots of challenges so so I mean I think the first thing you've got to do as a board where are you all you know so where are you all sitting and what do you all want to implement as a board and once you kind of um pretty sure about where you're heading is a board and with your tumuaki alongside you um then it's a matter of like okay so how do we actually implement um you know what we want our vision um for the for the kura and so in that sense then it's then about you know having the discussions that you need to have implementing what you need to implement and whatever that looks like you know um I think your Māori community which includes your you know the Māori community is it's not just a homogeneous group in a kura they include your um your your students and their parents who may be from all over uh but also of course your mana whenua – iwi, hapū, marae as well so I think they're really important to um to connect with you know our kura are local. They’re not national. Our kura are local entities they're not National our kura are a local local entities and they they sit on whenua that is local whenua for someone for a hapū for a marae um even possibly for an iwi so yeah I think that that connection's really important mindful though ever mindful that our iwi and hapū do get a lot of these sorts of approaches and things so there's a bit to work through there as well around how you might engage but yeah just to be aware of that I guess Pēhea ki a koe? Oh I think consultation, probably. Just consulting whānau the Māori community, experts and and students and taiohi because they're the ones who are going to be affected by this so they should have a say in it. Personally I was um I was at a kura that did not allow student rep on to the board ah it’s funny you should mention that because I was thinking to myself when I was at high school you know I was a student rep so I was the student voice so yeah if you've got kura like yours that don't have that that opportunity to to put your voice at the table hey yeah yeah so yeah so it's good to know what a board shouldn't look like yeah you know um because we we pushed for that and then we'll still dismissed and I just think that was you know when the board is not able to open up to other views and other ideas and other suggestions that's when it starts um becoming ineffective. Rawe ērā whakaaro ōu. Ka pai. Ki te pātai, ehara i te pātai whakamutunga. Te pātai Tuawhā. What are some key pieces of advice you would give board members introducing or implementing mātauranga Māori? Taua pātai anō rā: What are some key pieces of advice you would give board members introducing or implementing mātauranga Māori? Ngārewarewa. I think I'll just take it back to the consultation yep um yeah that's a yeah that'll be my point just making sure we're communicating and making sure it’s a transparent process you know everyone knows what's happening to see what you intend to do um is this right you know am I doing it right more students learn this way just just asking questions and making sure the right people are answering them Anything to add Jeanne? yeah not too dissimilar it's just really around the um you know when you're working with implementing things it's just the how you know for for us as Māori like how we engage and how we conduct ourselves as as the most crucial thing um even to the point that probably the outcomes don’t matter so much as to how you got to the outcome so when you're talking about things like consultation and um you know manaakitanga all those the tangas um but you know important we’ve spoken about those tangas. I'm not a fan actually to be fair um but you know um just looking after who you're talking talking to and with and respecting um so how you're doing things is really important if you get the how wrong you're not going to get to the what so um get that right and then you'll get to what you actually want to do so and and it takes time and I think that's the other thing to note is that relationships and things um working with people ahakoa ko wai, ahakoa nō hea um that takes time so I think it's important to understand that and and things aren't always going to be planned around a financial year or a school year year or a school term um yeah and and that then allows you to have those relationships with integrity which I think is what you're really wanting with with whānau and community Tika tāhau. Tēnā rawa atu koe, tēnā kōrua. Paku whakatā mō te wā poto nei. Don't forget our prize giveaways again the pātai is what advice would you give to school leadership as they navigate the changing landscape? Now you can place your answers into the chat and we will do the draw a little bit later this evening but right now let's hear from Rebecca Early Deputy Principal at Hamilton Girls High School as she shares how she can how we rather how we can enable non-Māori to lead change. music playing How do we enable non-Māori to lead change? To lead, I can speak on behalf of a non-Māori leading in this space and first and foremost is looking around your kura for resourcing first and foremost but also your kāhui ako if you’re involved with one and sharing resources across a kura are really key I think a key part of being a great leader, is walking the talk so if part of this journey is learning te reo, share that journey with your kaiako and model that and what it’s like and the challenges around it and being courageous in your vulnerabilities is quite a key part here. Also as a leader it’s mindful of the space you’re navigating so we’re all exemplifying ako and we’re learning in a space that is not ours and as a non-Māori leader and we need to be respectful and humble and show humility. A key way is saying less and listening more is a key skill to take into that space. That is uh Rebecca Early the Deputy Principal at Hamilton Girls High School. Your reaction to that clip? Awesome yeah I totally I totally agree with her and I think um you know some of our non-Māori whānau and can be the real kind of equity champions and all of this and when there might be a bit of resistance um you know from members of our community school community then often often and is your um Equity Champions I call them um your non-Māori Champions if you like I feel like that are able to advance advance something um because they they just are able to deliver it in a way that that others can understand so yeah I totally agree I think it's it's um it's a great piece and and totally agree with what she was saying and she mentioned about resourcing that's that's always the other thing as well um like I say you can put a lot of stuff on paper but if you're not backing it up with actual resourcing and finances and um you know paying ewe or allowing ewe to develop a relationship but you know making sure that you resource that relationship is really important so yeah totally agree He whakaaro ōu? oh took the words right out of my mouth um well must be because I'm your mother yeah. Great minds think alike aye. E mea ana koe. But no yeah tautoko. I want us to stay with the um with the scope of non-Māori very shortly but for those of you that are tuning in now is a great time to send through any pātai or comments that you think our experts can help you with tonight uh go um put your comments Below in the chat below and we will get to them throughout the show. Now going back to that kaupapa what role this is question number five by the way what role do non-Māori play in leading in this space? Ngārewarewa? Um pātai pai tērā. I think non-Māori have an important role in terms of they um they are able to communicate effectively with um a group of students that may initially not be receptive to mātauranga Māori you know um you know yeah koirā āku whakaaro or just just being able to bring others on board who otherwise wouldn't be I agree I think um and is it Rebecca I think she kind of mentioned it also around that um humility though and and as a non-Māori leader in this sorry I hate the word space so I'm going to say arena and this arena that um just to be aware of you know being humble and she talked about that too and respectful um because it is a space that that really uh Māori or probably the the ultimate sort of leaders of that space but non-Māori certainly have a place to lead as well and and like what Ngārewarewa said around able to you know advance things with with other non-Māori that may not be too receptive to Māori talking about issues but yeah as long as I think is is that humility and um understanding is kind of kept up and and that they maintain that I think yeah for sure I think there's certainly a role for them to have yeah kind of makes you think that some some non-Māori may not see themselves lead in in that leadership role aye so so how do we support them? yeah and they and they may not see themselves as leaders and um I think like as Māori who are who are in this sort of environment you are the ones that can probably see even if they can't you know and it's the same with you know in a Māori environment then you may not see yourself as a leader but others may um the same sort of thing that you may see someone that has you know the skills to be able to do that and so I think it's just about um you know and also working alongside them and and respecting them and um just looking after them as well and keeping them safe because that's really important and all of this stuff is is about your āhurutanga and making sure that um people are also yeah and they're certainly non-Māori as well uh but Māori as well but yeah are safe in the environment that you put them in or that we you know work together in yeah that's pretty important. I'm glad you mentioned that at the end because it's yeah even though I termed it non-Māori there are some of our own people that may have that you know. Oh am I really this person? The intergenerational trauma they talk about. For sure. Definitely. Ka pai. Alright let’s move to our next pātai. Question number six. How can senior leaders support the implementation of mātauranga Māori? Me pēhea tā tātau nei āwhina i ngā rangatira hei whakaū i te mātauranga Māori i roto i ngā kura? Pēhea nei o whakaaro Ngārewarewa? I think me hoki atu ki āku whakaaro o mua, inspiration and being able to inspire those middle leaders and then the groundworkers and then the students I'm just just working your way down you know and that could be I remember my mother and I were talking about this earlier today um it could be in whatever um style of leadership you want to you know you want to carry out could be from behind alongside um leading by example leading by service leading from the front you know but just ensuring you're able to inspire um so it's like a chain reaction you know and then yeah yeah And in your experience if we stay with you Ngārewarewa, were there any kind of senior leaders that you saw in your time that were doing what we're talking about and and trying to implement mātauranga Māori? Many. There have been so much and I think you know about that they weren’t in um as powerful of a position as I would have assumed they would have been with this knowledge and the skill set that they're bringing to the role and the passion they're inspiring in the students they weren't in an appropriate position and I think that just falls back on the Board of Trustees um just just you know uh not playing their role yeah yeah and and carrying on that passion yeah Ka pai. Tēnā koe i o whakaaro. Mārama katoa au. Jeanne? yeah same thing I think um yeah as a board certainly recognizing you know I know exactly what my daughter's talking about but recognizing um your senior leaders that are that do do instil that passion in our kids because at the end of the day it's about our tamariki you know and I'm I'm I know I wouldn't call myself an education expert I'm just a mother you know at the end of the day and I'm a parent of kids that are at kura and um you just want the best for your kids and you want someone to look after your kids into instil in them you know a passion for learning or a passion for um for doing different things and and yeah and that that's all you can ask really so as a senior leader I think if you're able to do that or able to instil that in your kaiako as well um because you're in that tricky position really that reanga of senior leaders are kind of they may not be in the classroom they're not um sort of the ultimate kind of tumuaki either um so they they may be if they're not the the tumuaki not in that group they may be in that sort of yeah bit of a tricky position but being able to um understand that and also to you know influence and instil those sorts of yeah that compassion and things like that into your kaiako so that they can then instil it in our kids um that’s really important. Kia ora. Tēnā koe. A kāti ki te pātai tuawhitu ināianei. Effective change engages the heart and mind so how can this be achieved we'll stay with you for this one Jeanne. just follow what my daughter said about the instilling the passion and the yeah and and um and aroha and all those really important things that of course it's hearts and minds you know um that's what it's all about and I think if you don't have the hearts and minds of of um the tamariki that you're teaching then you know ka aha? you know what what happens to our tamariki and something's gone wrong you know the end of the day and um that's and it just sort of follows on from what I say about policies and you know you can have all the policies in the world but actually if you have one kaiako or that just hearts and minds and it really really influences and our kids just love and you know it enables them to do things they wouldn't normally do and reach their potential that's all you can ask for. It really is. He whakaaro anō ōu? Yeah to echo. He ōrite ēnei whakaaro. I think it starts like it starts like primarily I'm speaking for teachers because I did not know in my high school years I didn't see anyone beyond a teacher like my daily interactions was with kaiako um so I think it starts at like Teachers College you know um I have a few friends going through there now and they're not learning anything about you know the treaty, mātauranga Māori ērā momo mea you know they're just this is the curriculum follow it and then teach it when you when you graduate you know so I think it starts at those types of institutions um and then you know and then you can carry it on and then so you can have more of these kaiako coming into these arenas um with the you know with skill sets with appropriate skill sets and knowledge base and passion. You know ērā momo mea. Kei te mārama. Well you would hope that uh this webinar might feature at some of the universities and Teachers College hey you know mana ōrite want to get it out there. Yeah got to put it out there I mean having said that though there are so many passionate teachers you know that are out there you know you can't so many and and they do an absolutely massive job um yeah yeah. Me mihi tātau ka tika ki ngā kaiako. Because they’re on holiday at the moment so they’ve been getting their fix of Netflix. Heoi anō, ki te pātai tuawaru ināianei. We know there are resistors to this change or those that are resistant to change how can our leaders bring the resistors on board? Oh he tino pātai tēnei. That’s why we’re going to start with you Ngārewarewa. Oh tēnā koe. The kindness is overwhelming. Mihi mai. Oh he pātai nui tērā. Pēhea tō tātau akiaki i a rātau? Yeah nah he uaua tērā pātai because he maha ngā momo rautaki hei akiaki i ngā tangata but I think mō tēnei mō te mātauranga ki roto i ngā kura tuarua, you have to walk with them, the resistors you know. Me whakaako i te hītori o te whenua, te hītori o Aotearoa you know only when they can understand what has happened then they can understand why this needs to happen um and you know go back to to all of our kōrero earlier it needs to be done um you know respectfully and carefully uh this is obviously quite a sensitive topic for for many people you know not just non-Māori so um it's just finding the how to reach the what um yes I think you know and it really depends you know you've got to approach this with different styles catered to to different you know learning and understandings. Tēnā koe Ngārewarewa. Jeanne? yeah I think um I'm trying not to bring up my activists years so I'll see um. Ruffle feathers, ruffle feathers. Whakaarahia, whakaarahia. Na te aroha, mā te aroha. You know um and and no matter what sort of happens and no matter what their opinions might be um just approaching it with aroha is a really important first step I think to to affect that change and you know when when you look kind of at society and things like where we were even 20 years ago and 20 years before that and the change that's happened is pretty immense and um you know all through that there will always be dissenters and there will always be people that do not agree with um what's happening and and how you're doing it uh but it's not a reason not to do it you know and um I think you know it's almost like when you have like an activist movement if they're kind of over here on the spectrum and it moves things this much and then your movement goes over here and it moves things a little bit more so um that kind of has what I think's what sort of happened here in the last sort of couple of generations in my lifetime anyway because I think there's been massive change and there's still so much dissension and you just need to read Facebook any night of the week to see some of those dissenters and and those opinions that are coming out and and the Facebook Warriors and all that kind of stuff and um you know na te aroha I just think you know just approach it with aroha and and really use just respect and respect their opinions but actually this is happening in and this is what we're doing and how we're doing it sort of thing but but still it's it's still that yeah respect I totally respect your answer too and and both of your opinions ngā mihi nui ki a kōrua. Question number nine uh what resourcing will senior leaders require to implement mātauranga Māori what resourcing will senior leaders require to implement mātauranga Māori mō tēnei pātai kua hoki anō ki a koe Jeanne. Ko te mea nui ko te tangata you know they need people and people with knowledge and people might be your local hapū leaders or marae committee or local iwi leaders so um but behind the people is the pūtea and I think that's an important thing as well and that's what often gets left out and you see all these flash strategies and actually you know but how are you paying for this you know it looks so good but how are you paying for it so um that's that's got to be a big a big part of it as well and um you know our iwi are getting contacted I don't know how many times a week from government departments and kura and all sorts of different entities that are saying you know we need your opinion we need your opinion and so it's like actually let's kind of work work a lot better with our iwi like do it through a kāhui ako also there's a whole group of you rather than just 30 different schools and I'm talking about an iwi of ours up in Tāmaki Makaurau that does get um so many requests from all these could all the time and there's only one person who can come out and do all that kōrero and you just can't do that to like that many could have you know and there may be 50 60 could in that rohe so yeah so it's um but pūtea is is really important and I think that's something that often or more so it's changing a little bit now but but needs to be considered as well but but tangata so having the right people is is really important as well so yeah they're not working Tēnā koe. Ngārewarewa? Tautoko. Anō? Anō. he tino Kaitautoko au mō o kōrero. Ka pai. Tēnā koe Ki te pātai tuangahuru. Question number 10. Now change requires the destabilizing say that 10 times change requires destabilizing the status quo so how can this be achieved? Start with you this time Ngārewarewa. Kāre e taea te whiu i te pōro. Māku e hopukina then. Ka hoki atu, oh i mea mai au i kōrero kē māua i mua mai i tō tāua peka mai ki konei and one of the discussions that came out of that was um there has to be some letting go of power nērā but pitch in, pitch in. yeah yeah totally we talked about a shift in there a shift of power um so so people you know so um the people and you know I'm probably talking about Māori who are marginalized and subjugated uh and prejudiced and discriminated so they can have something like some power to to help rectify that um and then you know the problem comes when uh the power holders that don’t want to let go of power you know that’s when all the tautohe starts happening. yeah exactly so that's what I mean end of the day you're talking about a shift in the balance of power and and so that um obviously a lot of people don't want to give up the power that they've had for 150 -200 years and um and that can be a difficult thing to do and that's that's I think when you can tell when there's real intent behind change or whether it's it's just a piecemeal thing is um are you actually prepared to shift the balance of power and the other thing that often mistakes that are made sort of that may be made I'm not saying that are made but from you know government departments or kura when they're working with areas they already have an outcome in mind you know they they talk with iwi and hapū and they already know what they want well actually that's not shifting any balance of power that's basically going to them and saying we want to do this we consulting can we tick the box now so um actually what you've got to do is be prepared to have an outcome that you actually come to together rather than go into there with a preconceived notion of what you want to do and that's kind of scary for people because they kind of think but we won't know what what they're going to ask or we don't know what you know what iwi will want and well that's the whole point really um rather than going in to say you know we've got this sort of tick box this list that we need to um check off can we just do it yeah so that's and that's the difficult thing um and that's the scary thing because you don't actually know what the outcome is really going to look like and that's where your relationship stuff's really important as well so having that really good relationship and then talking about the what down the track but you both come to that together. Ka pai. Tēnā rawa atu kōrua. We are continuing our conversation tonight with our manuhiri regarding strategies uh to help engage and indeed implement mātauranga Māori in our kura we will come back to our manuhiri very, very soon but right now let's hear from my mate you might recognize him from Te Karere, Scotty Morrison Mātanga Reo who will share some advice for non-Māori learners who are beginning their reo journey. music playing What advice would you have for non-Māori learners who are at the beginning of their reo journey? You have to come in with humility, you have to come in with respect and you have to come in with the realisation that this is a language that basically colonisation tried to destroy and they tried to destroy it on so many levels. On a spiritual level, on an emotional level and on a physical level because we all know what happened to our grandparents and some of us our parents when they were at school. So, you know there’s a lot of trauma around te reo Māori that needs to be recognised and acknowledged and to be remembered when they are going through the reo journey. We appreciate that you are joining the revitalization movement and it’s a language that belongs to all of us here in Aotearoa so you have every right to learn it. That’s my opinion anyway And I think it’s a very important part of the revitalization process that we start to get non-Māori people in to learn the reo and we embrace them and we support them in their journey because they are the people who start to create better attitudes towards the reo, goodwill towards the reo and they start to normalize the reo in a broad range of settings outside of Māori contexts So they are an important cog of language revitalization but I always, sometimes I look at some of our Pākehā friends who have become very, very fluent in te reo and you start to see them wielding the reo a little bit as a weapon for them rather than maintaining that humility and maintaining that respect and realising that I just need to step back a little bit here because when it comes down to it, when it comes down to the crunch, this is Māori peoples language not mine even though I’m in Aotearoa, my language belongs from another country this language belongs to them so I still need to respect that and still need to know my place within the te reo Māori sector and the reo Māori community so it’s just about humility and recognizing that but at the same I’m very supportive of them learning it and I will welcome them into my classes to learn it. Koia taku iho pūmanawa. Tētahi o ōku hoa pūmau ko Scotty Morrison he is one of my mentors and indeed a good friend now is a great now is a great time to send through any pātai you might have uh or comments regarding tonight's webinar uh that you think our experts, Ngārewarewa and Jeanne can help you with so go on to our page write it down in the chat below and we'll get them to you we'll try and answer them before we log off tonight A, kāti question number 11 the current context has been described as a renaissance for Aotearoa so how do you see our nation navigating this rebirth of our indigenous culture? Kātahi te pātai nui ko tērā so we’re going to start with Jeanne. Oh awesome! rebirth I like I I'm I'm not sure I would call it a rebirth because if I was to call it a rebirth I would say 10 years ago was another rebirth and 10 years before that was another rebirth and there are so many markers of change I think in my lifetime I'm just talking about my lifetime but actually even before my lifetime there were markers of change so yep of course there are changes and there are things happening now and and yes there are things that didn't happen 10 years ago that are happening now and we're going to have History New Zealand history in our kura and all of that and that's awesome um so you know how are we navigating that I mean I I think are we taking people along with us and and like we spoke about earlier there's always going to be people that um you know are dissenting and don't agree with um what's happening and that's always going to be the case but really it's about um taking you know especially our rangatahi uh our youngins that are in um kura now that are you know their ability to learn like our New Zealand histories yeah I just think it's been unbelievable that we haven't been able to learn our own history in our own country and our history too I'm talking about so yeah I think um to call it a renaissance is I think it's just change and there's always going to be change and I think in another 10 15 years there'll be more change and we'll look back at this going you know that was nothing like look at what we're doing now so um you know Frozen being translated into Māori and Lion King translated into Māori and I may not like those programs myself those movies but but that you know that that's global that that's really global and maybe that's sort of where our future lies is more in the global kind of perspective and and indigenous global perspective at that. but yeah I can see your daughter she's wanting to get in there and offer her pearls of wisdom. He aha o whakaaro Ngārewarewa? um oh just to carry on from um just to carry on from you know o whakaaro I think um the term renaissance has been used um and and to to describe the modern impact of technology and social media on indigenous or more so Māori rebirth right because you know because that's also done a lot and that's when it starts you know navigating through indigenous ao that's I think that's when it starts to get real messy um because you know there are no morals on social media um you know and so you know people have you know ka, ka whakapuaki i o rātau whakaaro, ētahi wā he hē, ētahi wā ka mamae. Hē atu, hē mai ka tukuna. I ētahi wā he mea whakapōrearea te social media. Just coming from a social media perspective I suppose that speaks to how young I am but um I don't think mum had social media back in her day. We had a pen. We had a land line. There was no Facebook it was just a face and a book. Pretty much. Alright ka nui tēnā. Question number 12 what are the sensitivities non-Māori should be aware of when learning te reo Māori? What are the sensitivities non-Māori should be aware of when learning to te reo Māori? We'll start with you Ngārewarewa. Anō I’d like to extend my kindness for picking me first. I think uh you know so kei Pōneke au e tipu ana, e noho ana ināianei I'm in Wellington growing up now and something that I noticed um being in the capital city um having school right opposite Parliament you know all these type of things being near all these Crown entities is that um there's so much to which is awesome you know disclaimer it's awesome seeing so much reo displayed everywhere um but I think with te reo like it it doesn't just come by itself you know there there are some concepts that need to be taught when you're teaching te reo Māori and that's things like um like mauri you Know te mauri o te reo, te wairua o te reo, tikanga, kawa and all these type of things and I think they should all be coming hand in hand so when um just te reo by itself is taught um that's when yeah yeah and so when it's you know um he mauri tō te reo tāu e kī nei. He mauri tō te reo mehemea mēnā koirā anake te mea ka whakaakongia ka āhua ngaro te ngako o te mauri o te reo me te mauri me te wairua o te ao Māori. So you know koirā āku whakaaro just in terms of of um when non-Māori uh approaching this this you know te reo um and and all everything that comes with it is that it's just be mindful that it doesn't just come by itself. Kei te mārama katoa au. Tino whakautu pai tērā. I’m not too sure mehemea he mauri tō te reo Pākehā, heoi anō. Mā kōrua tērā e tohe. Ou whakaaro? He wānanga anō tērā. um yeah same sort of thing same sort of thing I think um and I like that actually I've never heard that but I like that um because that's true and and so many times you know you see there's um well actually firstly celebrate celebrate the fact that others that non-Māori want to learn our reo um awesome you know that that's a great thing and and I think that should be encouraged as well and um but having said that my the flip side of that is that there's so many of our own whānau that also you know don't have the reo as well and it's their reo um and so that that to me is a really important thing as well as is for our own to also have that ability to know and be able to speak their own their own language um but like I say still totally support non Māori that are wanting to learn our language but um getting a bit a bit a little bit hoha at seeing so many every time you set up a group you give it a Māori name um you know and the other thing is we still we still need to get our pronunciation right and I think again we've made strides in that but you know for our Kura when you pronounce my daughter's name wrong what does that do for her for the what 15 13 how many years you're at kura for you know um what does that do to our kids so you know that pronunciation in their classrooms and so that's why I salute those that non-Māori that are wanting to learn our language and hope then that okay the first thing you know the most basic thing is getting our kids names right Ko te reo kia rere, ko te reo kia tika rānei? Koirā te pātai. Koirā te pātai nui. He tohe anō. That’s another wānanga. We’re not here to tohe. That’s another show. Question number 13 um how would you respond to those who are of the view that there are non-Māori claiming te reo as their own to serve their own betterment? Jingoes tētahi pātai. How would you respond to those who are of the view that there are non-Māori who are claiming te reo as their own to serve their own betterment? Oh Ngārewarewa kei te menemene mai koe. He whakaaro ōu te āhua nei. Whakaputaina. E oho! No that’s a bit too harsh aroha mai. You know um how would you how would how would you respond Mā? I support Scotty’s whakaaro actually. You know I mean he talked about sometimes they start you know non-Māori might start using te reo as a as a weapon and yeah sort of weaponizing our reo against us um so you know it's just about that you know staying humble and and um showing humility and Rebecca is it Rebecca Early from Hamilton Girls High School she had it nailed I thought um and so for us when when we see that that's kind of happening um again with the aroha you know you know with the aroha because what's the alternative is is not aroha and that and that that's not a great sort of outcome um but you know you need to tell you do you do need to let people know if you know step back or you know just sort of you know calm down or slow down or something like that but um with love you know always until Kia ngāwari, until … not-ngāwari. Until you have to be not-ngāwari. Ok, gees that’s a thesis topic. Whakautu pai wērā. Ka pai questions number 14 how can kura support Māori who feel whakamā or shame about not knowing te reo Māori and I do know a few of these. How can kura support Māori who feel whakamā or shame about not knowing te reo Māori? We’ll start with you please Jeanne. Yeah that's huge and that's our kids and that's intergenerational trauma and its colonization it's all those things all wrapped up in our poor um tamaiti and and mokopuna that are at school and and I think that's um that's really sad and and you know I you know I put my kids through kura kaupapa through kōhanga um for for a reason and and it was so that they don't have those feelings of whakamā that they learn their own language and things and it's really um it's sad so what can we do about it I think um there are ways that we can you know that the our Māori kids that are the ones sitting at the back of the class and um you know it's about how we encourage them it's about how we instil that pride in them it's about how the kura and it's not just the kura but you know whānau and community as well but also how the how the kura allows them to feel proud about who they are and where they're from um and and how the kura goes about doing that and I think that's really important um yeah it's it's recognizing when our kids are whakamā and when they are and that whole kind of you know whakamā environment and not wanting to um to do anything um you know it's not because they don't want to it might be because they're just ashamed that they don't know how to so um yeah it's just it's a lot there's a lot on our kaiako aye to recognize those sorts of things when they're happening and to know you know how to how to deal with that and that what what is it a conversation is it a hui with the parents of the whānau with the community you know it could be any number of things to to work through it but um you know do we put our Māori kids you know that that um I like that do we allow them to sort of have a space to to be by themselves be with themselves you know do we do things like that I don't know and um it will depend on each each kura as to what might work best but yeah it's just yeah yeah ka aroha hoki Tika tāhau. Ngārewarewa? Yeah, ka aroha because Do you have any friends in this similar situation? Yeah I do. Oh nemine sorry no name calling. No we won’t name and shame on the webinar. She’s a very close friend um and it's you know it's heartening and then you know going through uh all these stages of life and not knowing where you're from and you can see that you know trying to um trying to distance themselves from um Māori events to Māori organizations primarily and in Te Herenga Waka in the whare wānanga. So um you know just guide them So what are you doing with your friend? I drag her to the AGMs and I drag her to the wānanga, hui. Pāparakāuta? He hua kei roto i tērā. Absolutely. Maha te kōrero. Ka aratakina i a ia and then eventually ka puta mai ngā hua, ka puta mai ngā painga um that's a slow process which is uh I don't like the word decolonizing just uh re-indigenizing the arena re-indigenizing the arena there we go yes we were coming up with some pearlers here tonight. Tēnā koe Ngārewarewa. Question 15 over 20 years ago Sir Mason Durie championed three goals including to live as Māori so where do you think we are on this journey? Jeanne? Okay we have our kōhanga, we have our kura kaupapa, we have our wharekura. Whare wānanga hoki. To live as Māori I wonder what Sir Mason Durie envisaged 30 years ago was was that I mean we kind of it was the burgeoning movement back then I guess but um yeah so is that living as Māori you know he pātai nui tērā and that's that's as well because what what is that what does that look like in today's world in in New Zealand today with the um the makeup of our country and and our um our people and and you know so what what does living as Māori look like and I mean I don't know if I've really heard it articulated that well to be honest about what that might look like and so can you then say that our kōhanga and kura kaupapa and wharekura and are epitomizing that and I don't I don't know if you can I think they're wonderful wonderful environments for our kids and the parents actually and the whānau um huge you know huge um hugely beneficial for whanau and communities and you know I know us it's sort of when we moved back to Hamilton becoming involved with the whole school whānau at a kura kaupapa is awesome and you know lifelong friends as well for us never mind you fullas the parents um yeah so yeah it's a it's just a big question and and yeah like I say I don't know I don't know yeah. He tino pātai tēnei. Ngārewarewa? oh I think to live is Māori I think that term is and should be constantly redefined you know as the times go you know me panoni, me pūāwai and um you know again I don't know what what that looks like um but I don't think we should stick to this one mindset of um this is what we are full stop you know um just just constantly um adapting and you know ehara i te mea, you’ll still have reo and tikanga and wānanga and like all these you know all these um all these all these things that we practice in um but you know there will have to be changes in times to come because the old never survives the new Kia tīkina e au tērā kōrero rongonui a Te Rangihau: i ētahi wā ka takahia waku tikanga e ora ai te tikanga nē? Āe, there we go. Koirā. And certainly we’ve seen instances of that during covid. Yes, our tangihanga. Kua tae tātau ki te pātai whakamutunga, question number 16 just like that. What do you believe will be the ripple effect of this change in the future of Aotearoa? Ko taua pātai anō rā: What do you believe will be the ripple effect of this change in the future of Aotearoa? Ngārewarewa? I think ripple effect what will the ripple effect be mum oh yeah yeah you're throwing it over here well is this my Martin Luther King moment I have a dream the ripple effect um you know like actually we've sort of talked about a lot of the evening but it's that whole notion of evolving and changing and what what was 10 years ago is not going to be 10 years from now um so the ripple effect there has certainly change a foot and I think no one can can deny that and you know we will say the same thing in the 90s with all the settlements and um you know iwi settlements and things going on that that would lead to change and it has led to change but um you know I think what's happening now in education um mana ōrite with our New Zealand history and schools all of that kind of stuff massive changes coming um yeah do it do our kura kaupapa and wharekura need an overhaul Perhaps perhaps our kōhanga but I don't know what does that overhaul look like but you know it's a great question and and I think um the ripple effect I would hope is that you know our whānau Māori, our iwi Māori can speak their own language that's what I would hope would be the effect of a of of you know the changes can speak their own language know where they're from um can identify with their with their whanau and ewe and people um and our non-Māori are accepting of that you know that would be that would be my dream yeah yeah it's time for your Martin Luther moment now Ngārewarewa um no I think um to carry on with the dream with the Dream It's a generational dream. Um a ripple effect would be you know normalizing everything Māori and everything Māori you know like we discussed we've just been discussing the whole the whole evening is constantly evolving and constantly changing but um yes it's just normalizing it and bringing it into arenas um that we otherwise wouldn't have or otherwise wouldn't now or definitely wouldn't have in the past um so it's just it's just it's just making our comeback you know yeah yeah so yeah I really love your um that word arena and re-in what did you say? Reindigenising the arena. So it could be reindigenising the arena to make Aotearoa meaner. Anyway ponder that. That’s copyrighted – we’ll go shares. Just like that it’s time to announce our three winners to announce our three winners who provided answers to our giveaways question what advice would you give to school leadership as they navigate the changing landscape congratulations to our winners popping up on the screen now we have uh the winner of our Ngāti Ranginui board game is Justine Pepperell uh the winner of our Ngāti Ranginui board game number two is Rebecca Shepherd and the winner of our Te Tuhirau prize pack is Libby Patterson. congratulations ngā mihi nui ki a koutou katoa. Those prizes will be sent out to you uh in the next couple of days. Tēnā rawa atu kōrua. Jeanne and Ngārewarewa, waimarie katoa mātou i a kōrua i tēnei pō me ngā mātauranga i whakaputaina e kōrua hei whakaaweawe i te hunga mātakitaki we thank you both for your time and your wonderful whakaaro this evening. To our audience members and our sector workforce, e mihi ana ki a koutou katoa - te hunga kua tukua mai e koutou o koutou whakaaro, tēnā rawa atu koutou i mātakitaki mai, i whakarongo anō hoki i ngā kōrero reka rawa atu i puta i tēnei ahipō. Today or rather tonight we have further unpacked Mana ōrite mō te mātauranga Māori, exploring the importance of establishing relationships and foundational networking. Kātahi nā te hākari nui mō te hinengaro ko tēnā! A kāti, a reminder that this webinar has been recorded for your convenience and will be available on our website www.manaorite.ac.nz. Nō reira, e hika mā, kāti ake tātau i konei. Noho ora mai i o koutou kāinga maha huri noa i te motu mō tēnei wā. Hei konā mai rā.
Te Reo Māori
Welcome to you all and thank you for joining us this evening on our webinar about Mana ōrite mō te mātauranga Māori Āe mārika, nau mai haere mai ki tēnei īWānanga. Ko Mana ōrite mō te mātauranga Māori te panonitanga tuarua i te rārangi panonitanga a NCEA. Ko te mātua o ēnei ī-wananga, he whakawātea i tētahi papa mō te rāngai nei, hai wānanga, hai whiu pātai, hai whakapūrangiaho ake i ngā whakaaro. Nō reira, kia kaha rā koutou! Tukuna atu ngā pātai ki te pouaka kōrerorero, ka ngana ai mātou ki te whakautu i te roanga atu o tēnei wānanga. Ko te aronga matua i te pō nei he āta wherawhera i ngā rautaki e mana ai te mātauranga Māori ki ngā kura, kei hea hoki ōna āheinga, me ōna kōrero hītori. Hai āpiti atu, ko te hirahiratanga o te mātauranga Māori ki te tuakiri o tēnei whenua ake, me tōna whai hua ki te ao whānui. E rongo nei koutou, arā noa atu ngā kōrero hai te pō nei. I mua i tā tātou kuhu, me mihi ka tika ki a ‘TupuOra Education’, mō ā rātou koha hai tuku atu mā mātou i te pō nei. He pēke paraihe Te Tuhirau, e rua hoki ngā papa kēmu Ngāti Ranginui hai tuku atu. Nā, e riro ai i a koutou ēnei paraihe mīharo ake nei, me whakautu noa i tēnei pātai Kai reira, kai te papa whakaata: He aha ētahi kupu āwhina ki ngā kāhui arataki i ngā kura i a rātou e whakatere ana i te hurihanga o te tai? That same question again: He aha ētahi kupu āwhina ki ngā kāhui arataki i ngā kura i a rātou e whakatere ana i te hurihanga o te tai? Ka whakapāhotia ngā toa hai te mutunga o tā tātou ī-wānanga, nō reira tukua atu ngā whakautu ki te pouaka kōrerorero. Get stuck in, everyone! Tēnā, kia tūtaki atu tātou ki ngā manuhiri. Ko te manuhiri tuatahi, ko Jeanne Kerr nō Ngāi Tai me Ngāti Porou, kua 17 tau ia e toha ana i ōna wheako ki te whakauru i ngā tāera me ngā huarahi ako whai hua, kua roa nei e noho ana hai taratī i te poari. I tēnei wā, ko ia te kaiwhakahaere he mātanga hāpai mā Tūnui Associates Ltd, te wāhi e kīia ana ko ngā manako o te whānau, hapū, iwi, me te hapori, te mātāmua. Ko āna whakapuanga kaha katoa he tohu o tana manawanui ki te mātauranga, me te hiki ake i ngā whānau. Thank you, Jeanne. Welcome. E 19 tau noa te pakeke o te manuhiri tuarua. Ngārewarewa Tata, he uri o Ngāi Tai, Rongowhakaata, Ngāti Porou, me Ngāti Maniapoto. He tauira whare wānanga o Te Herenga Waka e whai ana i ngā tohu e rua, o te ture me ngā toi, mātua ake rā ko te mātauranga tōrangapū, me te reo Hapanihi anō hoki. Ko ētahi o āna whakawhiwhinga nui ko te karahipi o Te Hokowhitu a Tū me Ngārimu VC, he māngai karate Kyokushin o Aotearoa, nōnā tata nei tohua ia hai pou tikanga mō Ngā Rangahautira, te rōpū ture o Te Herenga Waka. Hai ā hea koe whai wā ki te moe. Ko te reo Māori tōna reo tuatahi, he manu pīrere o te kōhanga reo, he manu tāiko o te kura kaupapa Māori me ngā rōpū mātauranga, kua roa nei e whakaawe ana i a ia me tana kaingākau kia eke ai te iwi Māori. Pōhiritia te tokorua tapu, māmā, tamāhine nei, ki tā tātou kaupapa. Thank you, both. Hika mā, he mea tuku iho ēnei pūmanawa katoa, Jeanne? Kāore e kore nō tōku taha. Tō taha, nē. Kāore e kore. E rongo ana au i te wairua tautohe. E whakamānawa atu ana i tā kōrua piri mai ki te ī-Wānanga i te pō nei. Ara noa atu ngā kōrero hai wherawhera mā tātou. Nā, anei te pātai tuatahi. Here we have the first question, everyone. Me pēhea rānei te tautokotia o ngā kāhui arataki i ngā kura e ngā poari ki te whakauru i te mātauranga Māori? That same question, me pēhea rānei te tautokotia o ngā kāhui arataki i ngā kura e ngā poari ki te whakauru i te mātauranga Māori? Ka whiua te pātai rā ki a koe, Jeanne. Ko koe te Māmā. Oh, cool thank you. Hai tāku, he pātai pai tēnā, i a koe ka noho ana ki ngā poari, kāore e kore he pātai tēnā kua pātaihia, me te aha, he pātai ki tēnā, ki tēnā. Ki a au, he mea nui te tautoko i ngā kāhui arataki i ngā kura. E hiahia ana koe ki te whakauru i ētahi āhuatanga, kāore e kore he rite tonu tō rātou hiahia. Nō reira, ko te āta mōhio kai te whārangi ōrite ngā taha e rua. Ko tāu mahi hai mema poari, he ārahi i ngā kaupapa, ko te mahi hai pāinga mō te iwi, nō reira, ko āta whakatauira i ērā āhuatanga hai mema poari, koia te matua, ko te whakaatu, me te whakatauira he aha pea te whakatinanatanga, mō te mātauranga Māori, ki roto ki ngā kura, he nui pea ōna whakatinanatanga mō te taha ki tērā, heoi, mō ā muri ake ruku atu ai ki tēnā, nē. Engari āe, koia pea te mātua mōku, he whakatinana me te ārahi hai mema poari. Ngārewarewa, he whakaaro rānei ōu ki ngā kōrero a Māmā? He kōrero āpiti rānei? He rerekē ōku whakaaro, he pai tonu tēnā, engari ki te tirohanga o te rangatahi. Ko te whakaaweawe tētahi mea matua, i te mea, our teachers are our super heroes. And if we don’t see that want and drive towards mātauranga Māori, rangatahi will follow suit. Nō reira, me kaha tonu te tiro whakamua, he manawa kaikā tō te tangata rā, mā konā, ka taea te tuku ki te katoa. Whakaatu atu i tērā manawa kaikā, tērā whakaaweawe ki ngā tauira. Āe, tōna rite hai tāku. Totally understand that, thank you Ngārewarewa. Ki te pātai e whai ake nei, he pātai tuihono. The second question- Me aha rawa ngā tumuaki e tika ai ngā mahere ki te whakatinana i ēnei panonitanga? That same question, me aha rawa ngā tumuaki e tika ai ngā mahere ki te whakatinana i ēnei panonitanga? Māu e tīmata i tēnei wā, Ngārewarewa. What are your thoughts? I have many thoughts, heoi anō, hai tāku, ko te mea e tohu ana i ngā mahere tika ki ngā tumuaki, ko te putanga atu o ngā taiohi me ngā tauira Māori i te kura tuarua, me te mōhio ko wai tonu rātou, nō hea hoki rātou, kua whakawhenuatia aua āhuatanga ki roto i a rātou, e tawhiti ake ai te haerenga mō ngā tauira ehara i te Māori, he āta mārama ki ngā āhuatanga i pā mai ki te whenua nei me te whakauru i ērā mōhiotanga ki ō rātou wawata, ō ratou hiahia. Kāore e kore mō ētahi tauira, ka hopo rātou i tērā. Āe, āe, kāore e kore ka hopo, nō reira ko te āta whakaaro me te āta whakaute i tērā. How about you, Jeanne? Kāore i tino rerekē tāku, i a koe e titiro ana ki āu mahere ā kura, me whakaaro ake te tangata, mō te pae tawhiti, he aha ō hiahia mō te kura, ā kura nei, ngā āhuatanga e hiahia nei koe te whakatutuki. Ko te eke a te Māori, ko te puāwaitanga o te pitomata Māori, me te ekenga o ngā tauira katoa ki te taumata rā. Ā, e hāpai ana ngā mahere ā-kura i ērā hiahia, ka pahawa ērā āhuatanga i ngā mahere e whakamahia ana. Mō te tumuaki, me ngā mema poari anō hoki, e tika ana kia noho me te āta tātari, te āta arotake i a rātou. Kai te tika rānei te panoni i tēnei, i tēnā, kai te whakamanatia aua panonitanga, he mahere amuamu tā te kura kāore e tino whāia ana, me panoni rānei pea tērā Nō reira, mōku ake, ka taea e te tautauhea te tuhi mahere noa ki te pepa, engari, mēnā kāore i te whakamahi, karekau tana whakatinanatanga, then what? He aha hoki te hua o te whai mahere, nō reira, koirā tētahi mea matua, ko te tino whai i ērā ko te whakatinana, me te ngā i ngā mahere me ko te hā ora, ko te panoni, me te arotake hoki i ērā. Aua momo mea rā. Māku e kī ake, ahakoa rā ehara au i te mātanga mātauranga, i te kaiako rānei, engari, e rongo ana au. Kai reira ngā mahere ā-motu e tohu ana i a tātou, heoi anō, mēnā e kitea ana te whai hua ake o tētahi atu mahere ki ngā wawata o tō kura ake, kapohia taua āheinga ki te whakamahi, hai painga mō tō kura. Āe mārika! Hai tauira, ākene pea he mahere tāu mō te tamōtanga ā ahurea. Āna! Kua tae mai a Te Matatini, ā, kua wehe te haurua o te kura, i te mea he mema rānei rātou o tētahi kapa, kai te hiahia rānei ki te mātaki i tētahi kapa Nō reira, āe, āe, ko te āheinga kia taea e tātou te pērā, hāunga anō te whai i ngā mahere noa. Kia whai mahere tēnei, kia whai mahere hoki tēnā. Ko te tau pūtea o te poari Māori o Hauraki e haere tahi ana me te kaupeka hī ika, te hia pai hoki o tēnā, koia te wā tuku i ngā pūrongo. Ki taku mōhio ko te Hepetema, me te aha he wā rerekē tēnā, heoi, ko te kaupeka hī ika tēnā o te whaitua rā. Nō reira, ko te tuitui i ngā mahere ki ngā whakahaere a tō kura ake. Koia te kupu tika, ko te tuitui. Awesome. E haere tahi ana tāua. To the next question we go. Pātai nama toru. He aha ētahi wero hai whakaarotanga mā ngā mema poari hai te urutanga mai o te mātauranga Māori? Nā, arā noa atu ngā wero. Hai tāku, ko te mahi tuatahi ā poari nei, he āta noho ki te kōrero mō ngā tūranga o tēnā, o tēnā. Kai hea koe e noho ana, he aha ngā mea e hiahia nei koe te whakauru. Hai te wā e whakaae mai ana te katoa ki te ara e whāia ana, ā poari nei, ki te taha hoki o te tumuaki, ko te kōrero mō te whakatinanatanga o tērā, me pēhea tēnei, me pēhea tēnā, he aha te whakakitenga mō te kura, kātahi me hūnuku te aronga ki te whakawhitiwhiti kōrero mō ngā kaupapa hou e whakaurua ana e koutou. me ōna āhuatanga katoa nē. Ko te hapori Māori anō hoki, te hapori Māori, ehara i te mea he rite tonu ki tangata kē atu. Ki te kura ake, ko ngā ākonga me ō rātou whānau nō ngā tōpito katoa, kāore e kore ko te mana whenua, te iwi, te hapū, te marae anō hoki. He āhuatanga hirahira katoa tēnā, te whātui i ērā hononga ki tō kura ake. Ehara i te kura ā motu, he kura ā-iwi, ehara i te kura ā-motu, he kura ā-iwi, e noho ana ki runga i te whenua taketake o te hapū, o te marae, o te iwi rānei. Nō reira, ko aua hononga katoa rā he mea tino hirahira me te whai whakaaro ki ngā tono huhua ka tau atu ki te iwi, ki te hapū hoki. He nui tonu ngā mahi hai mahi i te kauwhanga rā, heoi anō, ko te whai whakaaro ki tēnā nē. What do you think? Ki a au nei, ko te āta whakawhiti kōrero. Te āta kōrero atu ki te hapori Māori, ngā mātanga, ngā ākonga me ngā taiohi, i te mea ko rātou te hunga whai pānga ki ēnei take, nō reira, e tika ana kia whai reo rātou. I kuraina au ki te kura karekau he māngai mō ngā tauira i te poari, te hātakēhi hoki o tāu kōrero mo tēnā, i te whakaaro ake au, nōku i te kura tuarua ko au te māngai mō ngā tauira, ko au te reo o ngā tauira. Mēnā he kura pēnā, karekau ōna āheinga kia whai reo te rangatahi ki te tēpu, Āe, āe, he pai te mōhio ki te āhua hē o te poari, i te mea nā mātou tēnei i koke, heoi, kai te huri tuarā tonu. Mōku ake, kei whāiti noa ngā whakaaro o te poari, kāore rānei i te tuwhera ki ngā whakaaro o ētahi atu, ka kore e whai hua. Awesome thoughts. Awesome! To our next question, not our last question. The fourth question. He aha ētahi kōrero āki ki ngā mema poari mō te whakauru i te mātauranga Māori? That same question: He aha ētahi kōrero āki ki ngā mema poari mō te whakauru i te mātauranga Māori? Ka hoki atu au ki te āta whakawhiti kōrero. Koia te mea matua mōku. Ko te āta aro ki tērā āhuatanga o te ata whakawhiti kōrero kia mārama te katoa, he aha te aha, he aha tāu e whai nei. Kai te tika tēnei, kai te tika rānei au, ka whai hua ake ngā ākonga mēnā ka pēnei. Ko te pātai i ngā pātai tika, me te whakautu mai o ngā tāngata tika. He kōrero āpiti āu, Jeanne? Kāore i rerekē rawa atu tāku, engari ko te taha ki te whakauru i ngā kaupapa hou, He pai ki a tātou te iwi Māori te whakarekareka atu, te whakatauira i te tauira e tika ana, i ōna wā, ehara i te mea ko ngā hua te aronga matua, engari kē ko te ara i whāia kia puāwai mai ai ērā hua te aronga matua. I a tātou ka kōrero mō te whakawhiti kōrero, te manaakitanga, ngā tanga katoa, kua kōrerotia au tanga rā. me te aha, ehara au i te kaitautoko nui. Engari ko te tiaki me te whakaute i ngā tāngata e kōrero nei koe, ko te hanga o ngā mahi e mahi nei koe he wāhanga tino nui tēnā, mēnā ka hē i a koe te pēhea, ka kore rawa koe e tae atu ki tāu e hiahia nei te whakatutuki, nā me auroa te whai, koia tētahi anō āhuatanga hirahira, ko ngā hononga, te mahi tahi ki ngā tāngata, no matter who it is, or where they are form. Ka roa te wā ki tērā, nō reira, he hirahira te āta mārama ki tērā, me te aha hoki, ehara i te mea ka ea i te tau pūtea, i te tau ā-kura, i te wāhanga kotahi rānei, nā konā ka āhei koe ki te penapena i ērā hononga mā te ngākau pono, koirā te whai mō te taha ki te whānau me te hapori. Yes, you’re right. Thank you, and thank you both. Time for a quick break. Kei wareware ngā paraihe, anei anō te pātai: He aha ētahi kupu āwhina ki ngā kāhui arataki i ngā kura i a rātou e whakatere ana i te hurihanga o te tai? Nā, tukua atu ngā whakautu ki te pouaka kōrerorero ka tīpakohia te toa ā muri ake nei. Heoi, mō te wā nei kia tahuri atu tātou ki te whakarongo atu ki te tumuaki tuarua o te kura kōtiro o Kirikiriroa me āna kōrero āki mō te hunga tauiwi me tā rātou whai ki te arataki i ēnei panonitanga. Ngā puoro Me pēhea a tauiwi e hautū i ngā whakahounga? Hei hautū, māku hei kōrero, he tauiwi ahau e hautū ana i tēnei ao, tuatahi, titiro huri noa i tō kura, rapua ō rauemi otirā, tirohia tō kāhui ako, he mea nui rātou, ka tuari rauemi i waenganui i a koutou Tētahi wāhanga o te kaihautū papai, ko tana hīkoi i te hīkoi, nō reira, mehemea ko te reo tō whai, whāngaihia atu, whakatauiratia te tika me te pai me ngā wero, me māia hoki te whakaputa i ō kare ā-roto, koia pū tētahi wāhanga nui. Me mōhio hoki tātou, kaihautū mā, he ao hou tēnei e takahia nei e tātou, ā, me whakatauira te ako Inā rā, e ako ana tātou ā-tauiwi nei i tētahi ao, ehara nō tātou, me kūpapa ki raro, ka titiro ake. Tētahi rautaki pai hei waha haere ki tērā ao koia ko tēnei, me iti te kōrero, me nui te whakarongo. Ko Rebecca Early tēnā, te tumuaki tuarua o te kura kōtiro o Kirikiriroa. Ō whakaaro ki tēnā kiriata? Kia pai mai hoki! E tautoko mārika ana au i ana kōrero. Ko ētahi o ngā whānau Ngāi toto Māori kore, he tauira pai mō te mana ōrite, ahakoa rā ētahi e ātete mai ana, ko ētahi he mema o te hapori, ko ētahi he whānau o te kura, ā, ko ngā toa mana ōrite taku ingoa karanga mō rātou, Ki ōku whakaaro, ko rātou ngā kaikōkiri, i te mea e mōhio ana rātou ki te tuku mā tētahi ara e tino mārama ai te katoa. Nō reira, ā, e tautoko ana au, te pai hoki o tērā, me taku tautoko mārika i tāna i kōrero mō ngā rauemi, koirā tētahi anō taha. Ka rite tonu taku kōrero, he māmā noa te tuhi ki te pepa, engari, ki te kore he rauemi, ki te kore hoki he pūtea, te tuku rānei i ērā hononga ki tino puāwai, koirā tētahi wāhanga nui katoa. Nō reira, āe, e tino tautokotia ana ngā kōrero. Do you have anything to add? Nāu ngā kupu i taku waha i tango. Kāore e kore ko au tō Māmā. He roro koi, he roro ōrite ne. You said it. Engari, āe, e tautoko ana. Me noho tonu tātou ki tā te tirohanga o Ngāi toto Māori kore, heoi, mō koutou te hunga mātakitaki, tukuna atu ā koutou pātai, mō ngā mātanga nei ā ko te tūmanako ka whakautua hai te pō nei. Tukua atu ki te pouaka kōrerorero kai raro iho nei ka ngana ai ki te whakautu. Kia hoki atu rā ki te kaupapa, te pātai tuarima, he aha te tūranga o te hunga toto Māori kore i tēnei kauwhanga? That is a great question. He tūranga hirahira tō te hunga toto Māori kore i te mea e mōhio ana rātou ki te whakawhiti kōrero ki te hunga kāore pea i te tino tuwhera ki te mātauranga Māori, those are my thoughts. Ko te tōtō hoki i ngā tāngata kua kore pea e piri mai. E tautoko ana au i tā Rebecca i kōrero ai mō te taha ki te whakaiti, ā, mō te kaiārahi ehara i te Māori i tēnei, aku whakapāhā kāore e pai ki a au te kupu takiwā, nā reira au ka kī ake he kauhanga, he kauhanga. Me mahara tonu te tangata ki te noho hūmārie, i kōrero ia mō tēnā, mō te tuku whakaute hoki. He kauhanga mō te Māori mārika, mō ngā tino kaiārahi. Heoi, he tūranga nui tonu ki te hunga ehara i te Māori, ā, ka hoki atu au ki ngā kōrero a Ngārewarewa mō te taha ki te whakawhanake i ngā whakaaro o te hunga ehara i te Māori ki tā te Māori kōrero mō ngā take huhua. Engari, mēnā ko te noho whakaiti me te āta mārama kai te mātāmua o ngā mahi, kāore e kore he tūranga mā rātou, āe, He whakaoreorenga whakaaro tērā nē, ka kore pea te hunga ehara i te Māori e whakapono kai a rātou te mana ki te ārahi, nō reira, me pēhea tā tātou tautoko i a rātou? Āe, ka kore pea rātou e whakapono he kaiārahi rātou, engari mō tātou te iwi Māori kua waia ki tēnei momo taiao, e kitea ana tērā āhuatanga e koe ahakoa tō rātou kāpō. E hāngai hoki ana ēnei kōrero ki te taiao o te Māori. Ko ētahi kāore i te whakapono he kaiārahi rātou, ahakoa, te whakapono o ētahi atu. Ākene pea he tangata kai a ia ngā pūkenga ki te whakatutuki i ngā paearu o tērā tūranga. Nō reira, ko te mahi tahi, te whakaute, te manaaki hoki i a rātou, te tiaki hoki i te wairua, i te mea he wāhanga tino nui tēnā. Ko te āhurutanga, kāore e kore ko te hunga ehara i te Māori, engari e hāngai hoki ana ki te Māori ake, kia tiakina rātou e te taiao e noho nei rātou, ko te mahi tahi nē, hirahira katoa tēnā. E mihi ana ki ērā kōrero, ahakoa e kōrero ana tātou mō te hunga ehara i te Māori, ko ētahi o tātou te iwi Māori e pēnei ana nē. E kī rā! Ko ngā mamaetanga heke iho e kōrerotia ana. Kāore e kore. Awesome. Kia haere tonu ki te pātai e whai ake nei. Me pēhea tā tātou tautoko i ngā kāhui arahi ki te whakaū i te mātauranga Māori? How can senior leaders support the implementation of mātauranga? What are your thoughts, Ngārewarewa? Hai tāku, like I’ve already expressed. Ko te whakaweawe i ngā kaiārahi o waenga ka tahi, ka rua ko ngā kaimahi, ka toru ko ngā ākonga, heke whakararo nē. E mahara ana au ki ā māua ko Māmā kōrero i te rangi nei, kei a koe te tikanga mō te momo tāera hai kawe i ēnei whakaawenga, ko te mahi ki muri tētahi ara, ko te mahi ki te taha, ko te mahi mā te ruku kau atu ahakoa te aha, ko te whakatauira rānei. Engari ko te āta whakaatu i tēnā whakaaweawe kia rangiwhāwhā tōna rongo. Āe, āe. I ō wheakoranga, ka noho tonu ki a koe Ngārewarewa, i kitea rānei e koe ētahi kaiārahi i whakatinana i ngā kaupapa e kōrerohia ana e tātou mō te whakamana i te mātauranga Māori? Te hia kē atu. He tokomaha rātou, me te aha, ehara i te mea he tūranga whai mana ō rātou ki tāku i pōhēhē ai, ahakoa ngā mātauranga, ngā pūkenga, te wana hoki i a rātou. I whakaaweawetia tonutia ngā ākonga e rātou. ahakoa kāore i a rātou ērā tūranga. Ki a au nei, he mate tēnā ki te poari me ōna mema, kāore i te whakamanatia ō rātou tūranga, me te kawe tonu i tērā wana. Āe. Awesome. Thank you for your thoughts. I totally understand. Jeanne? He rite hoki tāku. Ko te āhukahuka a ngā poari ki ngā kōrero a taku tamāhine, ko te āhukahuka hoki a ngā pou arahi, nā te mea, ko rātou ngā kaitautau i te ahi e hīkaka ai ngā tamariki, i te mutunga iho, ko ngā tamariki te take. Ehara i te mea ka kīia ai au he mātanga mātauranga, he māmā noa, engari, he māmā ki ngā tamariki o te kura. E pīrangi ana koe kia eke āu tamariki, kia manaakitia hoki rātou e tētahi, kia whakatōkia taua hīkaka ki te ako, taua hīkaka ki te aha atu rānei. Koirā te mahi matua a te pou arahi, nā reira, mēnā e taea ana te pou arahi te pērā, ka taea rānei e koe te whakatō i ēnei mātāpono ki roto ki ngā kaiako, i te mea, he tūranga uaua tēnā, taua reanga pou arahi, ko ētahi kāore e whakaako ana ki rō akomanga, ko ētahi ehara i te tumuaki autaia rānei, nō reira, mēnā ehara koe i te tumuaki, ehara rānei i te mema o tērā reanga, he tūranga āhua uaua tēnā. Engari ko te āta mōhio me āta mārama ki tēnā tūranga, ko te whakaaweawe me te whakatō hoki i ērā mātāpono, ki roto ki ō tātou kaiako, e heke whakaiho ai ki ā tātou tamariki, koia te matua. Thank you. Let’s carry on to question number seven. He kaitō ngā panonitanga whai hua i te ngākau me te hinengaro. Me pēhea rānei tā tātou whakatutuki i tēnei? Hai whaiwhai noa i ngā kōrero a taku kōtiro mō te whakatō me te ngākau whiwhita, te aroha anō hoki, he hirahira katoa ēnā. Kāore e kore ko te ngākau me te hinengaro, koia ngā mea matua. Mēnā ka kore e mau i a koe ngā ngākau me ngā hinengaro o ngā tamariki, then what? Ka ahatia ā tātou tamariki mēnā ka hē tētahi mea, i te mutunga iho, koia te mea matua. He hua tēnei o āku kōrero mō ngā mahere nē, ka taea e koe ngā mahere katoa i te ao te whakarite, engari mēnā he kaiako e mōhio ana ki te āta tōtō i te ngākau me te hinengaro, ki te whakaawe hoki i ngā tamariki e toro atu ai ō rātou ringa ki te whāwhā i ngā āhuatanga rerekē ki a rātou e eke te pitomata, ko te painga atu tēnā. Koia rā! Do you have any thoughts? Hai whaiwhai noa, my thoughts are the same. Ka tīmata ake ki te… E kōrero ana au mō ngā kaiako, me te mōhio kore ōku, nōku i te kura tuarua, kāore au i kite i ngā tāngata atu i aku kaiako o ia rā. Kia au nei, me tīmata ki ngā kura takiura. He hoa ōku e whakangungu ana ki ngā wāhi pērā. Kāore i te ako i ngā kōrero o te tiriti, i te mātauranga Māori, those sorts of things. Engari kē e tohua ana, koinei te marautanga, whāia, ā, whakaakona atu hai te wā ka whakapōtaetia. Nā reira, hai tāku, ka tīmata ki ngā momo kura pērā. Mā konei ka taea te kawe tonu, ka whānui ake te puna o ngā kaiako e kuhu atu ana ki te kauhanga nei me ngā pūkenga, me ngā wānanga, me te ngākau whiwhita e tika ana. Those types of things. I totally understand. Ko te tūmanako ka rangiwhāwhā te rongo o te īWānanga nei ki ētahi whare wānanga, kura takiura anō hoki. Kia puta mārika a mana ōrite ki te ao. E tika ana kia puta, heoi, arā noa atu ngā kaiako ngākau whiwhita o te ao e whakaporohe whirikoka ana me te rawe anō hoki. Āe. It is only right that we acknowledge our teacher's. E hararei ana rātou i tēnei wā, kāore e kore kai te mātaki hāwata. Anyway, to question 8 now. E mōhio ana tātou ki te hunga ātete ki ēnei panonitanga, nō reira, me aha ngā kaiārahi e piri mai ai tērā hunga ki te kaupapa? This is a big question. Koirā te take ka noho tonu mai ki a koe Ngārewarewa. Oh, thank you. E rongo ana au i te aroha. Thank me. That is a big question. How can we support them? This is a difficult question because there are various strategies to support these types of people, but for Māori education in secondary schools. Me hīkoi ngātahi tātou, ki te hunga ātete. You must teach them the history of this land, the history of New Zealand. Hai te wā ka mārama ai rātou ki ērā, ka mārama hoki rātou ki te tika o ēnei panonitanga. Ka hoki au ki ngā kōrero o mua, e tika ana kia pēnei, i runga i te tika me te pono. He kaupapa kōrero taumaha tēnei mō te huhua tāngata, hāunga anō te hunga ehara i te Māori noa. Nō reira, ko te kimi i te pēhea, e tutuki ai te whāinga. Āe, hai tāku, me rerekē ngā taera kōkiri e mārama ai ngā momo taumata ako rerekē, ngā taumata rerekē o te māramatanga anō hoki. Thank you, Ngārewarewa. Jeanne? Hai tāku, oh.. Kei kōrerotia aku tau porotēhi. Nō reira, taihoa ake. Whakarahurahu raukura, whakarahurahu raukura. Raise up, raise up. From love, with love. Nā, ahakoa te aha, ahakoa hoki ngā whakaaro, ko te haere i runga i te aroha te hōkai tuatahi, me te hirahira hoki o tēnā e tutuki ai ēnei panonitanga, mēnā tātou ka titiro ki te porihanga, me ngā āhuatanga o te 20 tau kua hipa, te 20 tau i mua hoki i tēnā, he nui ngā āhuatanga kua panoni. I te roanga o tērā wā, he tangata ka ātete mai, he tangata ka kore hoki e whakaae ki ngā āhuatanga e kokea ana, me te āhua o te kawe. Heoi, ahakoa tēnei, ehara tērā i te takunga kia kore e haere tonu. Ki ōku whakaaro, he rite tonu ki tētahi rōpū porotēhi, mēnā kai kō rātou e whakaoreore ana i te mōhiotia, ā, ka hūnuku tō rōpū ki konei whakaoreore ai i tēnei. Kua pēnei hoki mō ngā whakareanga i ngā rā o tōku ao, i te mea kua nui ngā panonitanga, me te aha, he kaha tonu te whakahē mai a ētahi, me haere noa koe ki pukamata ahakoa te pō o te wiki, pānui atu ai ngā kōrero me ngā whakaaro e whakaputaina ana e ngā toa pukamata, tērā momo horihori. So love, Ki ōku whakaaro me āta kōkiri i runga i te aroha, me te whakaute, whakaute atu i ō rātou whakaaro, engari kai te koke tonu tēnei kaupapa. Koinei tā mātou, e pēnei ana mātou. Engari, mā te whakaute tonu. E mihi ana ki tērā whakautu, ki ō whakaaro anō hoki. Thank you, both. Pātai tuaiwa, he aha ngā rauemi hai hāpai i ngā pou ārahi ki te whakatō i te mātauranga Māori? The biggest resource is people, ko ngā tāngata, ngā tāngata mōhio, ākene pea ko ngā kaiārahi hapū, ngā poari marae, ngā kaiārahi o te iwi. Heoi, ko te pūtea hoki tēnā, hai taku, koia tētahi mea nui ka mahue ki waho i ngā wā katoa i te mea, e kitea ana ēnei rautaki papai rawa atu, engari, ka pēhea tō utu i ērā, he pai noa i runga i te pepa, heoi, kai hea ngā pūtea tautoko hai utu, koirā tētahi wāhanga matua. E hia nei ngā wā i te wiki kotahi, e patipatihia ana ngā iwi e te kāwanatanga, e ngā kura, e ngā rangatōpū rerekē ki te pātai atu mō ētahi whakaaro ki tēnei kaupapa, ki tēnā kaupapa. Nō reira, ka whai hua ake pea te mahi tahi ki te iwi mā te kāhui ako, ā, he takitini tēnā, hāunga anō te toru tekau kura. Kai te kōrero au mō tētahi o ngā iwi i Tāmaki Makaurau e patipatihia ana e a wai atu rānei, kotahi noa te tangata ka puta mai ki te kōrero me te hē hoki o tērā. Engari mō te rima tekau, ono tekau rānei i te rohe kotahi ko te painga atu tēnā. Āe, ko te pūtea, he wāhanga nui tēnā. Hai tāku, koinei tētahi āhuatanga e panoni ana i ēnei rā, nō reira me āta whakaaro tātou ki tērā. Engari ko ngā tāngata tika he hirahira ake. Thank you. Ngārewarewa? I agree. Again? Again. I am an advocate for what has been said. Awesome. Thank you. To the tenth question. E eke ai ēnei panonitanga me turaki rawa te mōhiotia. Me aha tātou e tutuki ai tēnei? Ka tīmata ki a koe, Ngārewarewa. You can’t chuck the ball on this one. I’ll catch it then. I’ll go back, I’ve already said that we spoke before we arrived. Ko tētahi o ngā kaupapa kōrero, ko te tuku i ētahi mana nē rā. Āpiti mai, āpiti mai. Āe mārika, i kōrero māua mō te hūnukutanga, te hūnukutanga o te mana, nō reira, ngā tāngata, e kōrero ana au mō te iwi Māori kua whakahahanitia, kua whakataurekarekatia, kua whakahāweatia e riro mana ai rātou ki te whakatika i tērā. Ko te mate ko ngā tāngata hia mana kāore i te pīrangi ki te tuku i te mana, nā konā heipū ake ai ngā tautohe. Āe mārika. Koinā tāku e mea nei, i te mutunga iho e kōrero ana tātou mō te hūnukutanga o te mana. Me te aha, kāore ngā tāngata kua roa e mau ana ki te mana mō ngā tau 150, 200 e pīrangi ana ki te tuku. He āhuatanga uaua tēnā, mā konei e tino kite ai mēnā e pono ana tērā e hiahia, mēnā rānei e kōkiri ana mō te kōkiri noa iho. Kua rite rawa koe ki te whakaoreore i te kauhanganui o te mana. Ko tētahi wāhi anō hai whakaarotanga mā tātou, kāore au i te kī ake e pēnei ana, heoi anō, mō te taha ki ngā tari kāwanatanga, ki ngā kura hoki me ā rātou mahi, kua whakaritea kē te pae tawhiti. Ka kōrero tahi ki ngā iwi, ki ngā hapū, ā, kua mōhio kē rātou ki ō rātou hiahia, ehara tērā i te hūnukutanga o te mana, he mea tohu kē tēnā, i te mea, ko tā rātou, he haere noa atu me te kī ake e hiahia ana mātou ki te whakawhiti kōrero e ea tēnā pouaka. Engari, me whakarite kē ki te wānanga tahi i ērā whāinga, hāunga anō, te haere atu me ō ake whakaaro kia pēnei, kia pēnā. He āhuatanga mataku tēnā ki te tangata, i te mea, kua pōhēhē kē rātou ka kore mātou e mōhio ki ngā pātai ka pātaihia, ka kore hoki e mōhio ki ngā hiahia o te iwi. Engari koirā te whāinga. Kaua e haere noa ki te whakatutuki i tērā mō te whakatutuki noa iho. Nō reira, koirā pea te mea uaua, i te mea kua kāpō koe ki ngā whāinga me ngā putanga. Koinei te wāhi ki ngā tūmomo hononga, kia pono tērā hononga. Kātahi ka rere ngā kōrero, ngā kōrero hoki mō ngā take ā muri ake. Awesome. Thank you, both. Ka haere tonu ngā kōrero ki tō ngā manuhiri taha e pā ana ki ngā rautaki hai whakatō, hai whakamana hoki i te mātauranga Māori ki roto ki ngā kura. Taro kau ake, ka hoki mai ki a rāua. Heoi, mō te wā nei, kia whakarongo atu tātou ki te mata o Te Karere, kia Scotty Morrison, he mātanga reo, me āna kōrero mō te hunga ehara i te Māori e takahi ana i te ara o te reo Māori. ngā puoro He aha ētahi kōrero āwhina mā te hunga tauiwi, kātahi anō ka tīmata ki te ako i te reo Māori? Ko te whakaiti te mea nui, ko te whakaute, ko te mōhio tonu, i tata mate tēnei reo Māori i ngā rautaki tāmi a tauiwi kia ngaro ā-wairua, kia ngaro ā-whatumanawa, kia ngaro ā-waha nei te reo Māori, me te mahara hoki ki ngā whakawhiu ki runga ki ngā tūpuna me ō tātou mātua, i a rātou i te kura. Me te aha, he nui ngā mamae i te huarahi ako i te reo Māori, me tautiaki ērā mamaetanga, me mihi ko ērā āhua katoatanga ki tēnei hīkoi. E mihia ana tō manaaki mai i te whakaoratanga ake o te reo, nō tātou katoa o Aotearoa tēnei reo, e tika ana kia whāia ia e koe. Koinei noa ōku whakaaro. Anā, ko tētahi wāhanga nui o te kaupapa, ko te whakapuare i te huarahi ako mō tauiwi mā ka ākina ai rātou e tātou, ka tauawhitia ai hoki rātou e tātou ki tēnei hīkoi nā te mea, ka tupu tētahi waiaro pai ki te reo Māori, ā, ka riro mā rātou ētahi kākano o te reo Māori hei whakatō ki ā rātou horopaki huhua, ki tua atu i te ao Māori Nō reira, he wāhi nui tō rātou ki te oranga tonutanga o te reo, engari ia, he wā tōna e taka, ka tirotiro ki ō mātou hoa Pākehā, kua pakari pai te reo i a rātou kātahi ka kitea ake, kua huri kē i a rātou ināianei, ko te reo Māori hei patu mā rātou, kua kauparea te whakaiti me te whakaute, kua wareware te kūpapa ki raro nā te mea, i te tōnga o te rā, me maumahara rātou, tūturu nō iwi kē tēnei reo, ahakoa pēhea, nō whenua kē tōku reo nō rātou tēnei reo, me whakaute tonu, me maumahara hoki ki tōku wāhi o roto o te kaupapa whakarauora reo, me hāpai ko te taonga o te whakaiti whakanuia ko tērā, otirā, e kaha tautoko ana au i tā rātou whai i te reo Māori, e tuku nei i te reo pōhiri, nau mai ki te ako. He is my idol. One of my good friends, Scotty Morrison. Ko ia tētahi o āku pou, he hoa pūmau hoki. He wā pai tēnei ki te tuku mai i ā koutou pātai, tākupu rānei e pā ana ki tā tātou īWānanga, hai whakautu mā ngā kirikawa nei a Ngārewarewa rāua ko Jeanne. Nō reira, haere atu ki tā mātou whārangi, patohia ki te pouaka kōrerorero, ā, ka ngana ki te whakautu i mua i te mutunga o te pō. Ki te pātai tuangahuru mā tahi. Kua kīia he whakahoutanga tēnei mō Aotearoa, ki ō whakaaro, ka pēhea tā tātou whakatere i tēnei whakahoutanga o te ahurea taketake? What a big question that is. Ka tīmata ki a koe Jeanne. Oh, ka rawe! Te whakahoutanga, kāore au i te whakaae ki tēnā kupu. Mēnā e kīia ana he whakahoutanga, kua pērā te kōrerotia o ngā tau 10 kua hipa, me te 10 tau i mua i tēnā anō hoki. Arā noa atu ngā āhuatanga i ngā rā o tōku ao kua tohu i ngā panonitanga. Heoi, i reira kē ngā tohu i mua noa atu i ōku wheakoranga. Nō reira, āe, e kōkiritia ana ngā panonitanga, me ngā āhuatanga a mohoa nei kāore i heipū mai i ngā tau 10 kua hipa. Kāore e roa ka whakamanatia te ako i ngā hītori o Aotearoa ki roto ki ngā kura. Te pai hoki o tēnā! Ka pēhea tā tātou āta titiro ki tērā, hai tāku, kei te kawe tahi mātou i ngā tāngata. He rite tonu ki ngā kōrero nō mua rā, kāore e kore he tangata ka kore e whakaae mai ki ēnei āhuatanga me te aha nō mai anō tērā mate. Heoi, ko te ārahi i ngā rangatahi, me te hunga taiohi kei ngā kura me te pitomata ki te ako. Te ako i ngā kōrero hītori o Aotearoa. Ki ōku whakaaro, kua roa te wā tātou e tatari ana kia whakaako i ngā hītori ake o tēnei whenua tonu. Whakateka ake nei! Engari, mōku ake, ehara i te whakahoutanga, he panonitanga noa. He mea mutunga kore te huringa o te tai, ā, hai ngā tau 10, 15 e heke mai ana ka hua mai ai ētahi anō panonitanga. Ka hoki whakamuri tātou ki te kī ake, he iti noa tērā, tirohia te roa o te ara i takahia e tātou. E whakamāoritia ana a Frozen, a Kīngi Raiona anō hoki. Ahakoa kāore au i te rata ki ngā momo kiriata pērā, he āhuatanga tērā ka kitea e te ao. Kai reira pea te anamata mā tātou, ko te tiro tū matawhānui atu ki ngā takapau o te ao, mā te tirohanga Māori. E kite ana au i tāu tamāhine me tana hiahia ki te toha i āna koha. Do you have any thoughts Ngārewarewa? Hai āpiti atu ki ō whakaaro, ko te whakamahinga o te kupu whakahoutanga, he kupu hai whakaahua i ngā pānga o te ao hangarau i ēnei rā nei ki te whakahoutanga o te iwi Māori, i te mea kua whai pānga nui mai tērā. Kua whakaterea te ao taketake, nā konei ka āhua raru i te mea karekau ngā he mātāpono i te ao pae pāpori, nā reira ko ngā tāngata ērā e Expressing their thoughts, sometimes they are right, other times they are wrong. Whether right or wrong, they still express them. Sometimes social media is interfering. Mēnā au ka kōrero mō ngā pae pāpori, e tohu ana tērā i taku taiohitanga, me te aha, karekau he pae pāpori i a Māmā e taiohi ana. I whai pene noa. I whai wāea kōrero hoki. Karekau he pukamata, he mata me te puka noa. Koia. Ka pai, that’s enough for now. Pātai tuangahuru mā rua. He aha ētahi whakatūpatotanga ki te hunga ehara i te Māori, e ako ana i te reo Māori. Ka tīmata ake ki a koe, Ngārewarewa. E whakamānawa atu ana i tāu tīpako anō i a au. I grew up in Pōneke and currently live there, kai Pōneke au e noho ana, ko tētahi āhuatanga kua kite nei au, kai te pokapū tonu au e noho ana, he kura e pātata atu ana ki te whare pāremata, e pātata hoki ana ki ngā tari o te karauna, he rawe rawa atu te kite i te reo e whakatairangahia ana ki ngā wāhi katoa. Engari, ka kore rawa te reo e haere takitahi, he nui kē atu ngā ariā hai ako i a koe e whakaako ana i te reo Māori. Ngā momo āhuatanga pēnei i te Life force of the language, the essence of the language, our customs and protocols. He ngātahi te haere o ēnei āhuatanga katoa. Mēnā ko te reo noa e whakaakohia ana, āe. The language has a life force is what you’re saying. The language has a life force, and if the language itself is the only thing being taught, the essence of the language and spirit of the Māori world are being lost. These are just my thoughts, ki te hunga ehara i te Māori e takahi ana i te ara nei, ki whai whakaaro ki ēnei āhuatanga katoa, ehara te reo i te taonga haere takitahi. I totally understand. Awesome answer. Kāore au i te mōhio, if the English language has life force. That’s for you two to debate. Your thoughts? That’s a whole separate discussion. Nā, he rite tonu, kāore anō kia rongo i tērā, me te aha, he pono rawa atu. E kaha kitea ana, tuatahi ake, whakanui te hunga hiakai ki tō tātou reo, whakanuia te hunga ehara i te Māori e hiahia ana ki te ako i te reo. Kia pai mai hoki. E tika ana kia whakatenatena i tērā. Ko tētahi kōrero āpiti ki tēnā, ko ō tātou whānau ake ētahi kāore i a rātou te reo, nō reira, ki a au he wāhanga nui tērā. Kia whai āheinga ō tātou ake tāngata ki te kōrero, i tō rātou ake reo, ahakoa tēnei, e tautoko tonu ana au i te hunga ehara i te Māori me tō rātou hiahia ki te ako i te reo. Kua hōhā au i taku kite atu i te whakatūtanga o ngā rōpū huhua, me te tāpae atu i te ingoa Māori, ko te whakahua tētahi āhuatanga hai whakaaro ake mā tātou, ahakoa rā kua koke whakamua tātou, mō ngā kura i te wā ka hē i a koutou te ingoa o taku tamāhine te whakahua, ki ō whakaaro ka pēhea ōna piropiro, ka ahatia mō ngā tau tekau mā toru, tekau mā rima i a ia i te kura. Ka hāpai pēhea nei tērā i te whakahua a ngā tamariki ki rō akomanga, koirā te take e whakamānawa nui ana au i te hunga ehara i te Māori e ngana ana ki te ako i te reo, ko te hātepe tuatahi ko te tika o te whakahua i ngā ingoa o ngā tamariki nē. Should the language be heard, or be correct? That’s the question. Another dispute. He wānanga anō tērā. Kāore mātou i tae mai ki te tohe. He whakaaturanga anō tēnā. Pātai tuangahuru mā toru, he aha tō uapare atu ki te hunga e kī nei kei te taunahatia te reo e te hunga ehara i te Māori hai whakawhanake i a rātou anō? He aha tō uapare atu ki te hunga e kī nei kei te taunahatia te reo e te hunga ehara i te Māori hai whakawhanake i a rātou anō? Oh, Ngārewarewa you’re smiling so you must have a response. Share with us. Wake up! Kāo, kia aroha mai. He aha tō uapare atu, Mā? E tautoko ana au i ngā whakaaro o Scotty. I ētahi wā ka tīmata te hunga ehara i te Māori ki te whakamahi i te reo hai momo taiaha ki te patu i a tātou, nā reira, ko te noho whakaiti nē. Ko te whakatinana i tērā whakaiti, i tika ngā kōrero a Rebecca nō te kura taitama wāhine o Kirikiriroa, i te wā ka kitea ēnei momo āhuatanga, ko te aroha nē, te aroha. I te mea, ko te tauaro ki te aroha, ka kore rawa he hua e puta. Nō reira, me āta kōrero atu koe ki a wai ake rānei, tēnā me āta haere pea, me whakatau pea koe i a koe anō, mā te aroha tonu e kawe. Be calm, until you’re not calm. Kia tae ki te wā me rīrā. He kaupapa tēnā mō te tuhinga whakapae. Good answers. Awesome. Pātai tuangahuru mā whā, me pēhea te tautokotia o te hunga kāore i te mōhio ki tō rātou taha Māori e ngā kura? me pēhea te tautokotia o te hunga kāore i te mōhio ki tō rātou taha Māori e ngā kura? Ka tīmata ki a koe, Jeanne. He wāhanga nui tēnā ki ā tātou tamariki, ko ngā mamaetanga tuku iho, te raupatu, me ērā tūkinotanga katoa kua tau atu ki ā tātou tamariki, mokopuna kai ngā kura. Me te pōuri hoki, i kuraina āku tamariki ki te kura kaupapa, i ako hoki ki te kōhanga reo mō tēnei take tonu. Kia kore te whakamā e pā atu ki a rātou. Kia ako ai rātou i te reo, nō reira, te pōuri hoki o tēnei. Me aha tātou, he ara pea, mō ngā tamariki Māori e noho ana ki ngā tūru o muri i te akomanga, ko te momo o te whakatenatena i a rātou, ko te whakatō i tērā whakahīhī, ko ngā kura, ehara i te mea ko ngā kura noa, ko ngā hapori hoki. Ko ngā āheinga i te kura e rongo ai rātou i tērā whakahīhī ki tō rātou tuakiritanga, ki tō rātou whakapapa. He wāhanga nui rawa atu tēnā. Ko te āta mōhio mēnā rānei kai te whakamā te tamaiti, me te kore hiahia ki te mahi i te aha atu rānei. Ehara i te mea kāore rātou i te hiahia, engari kai te whakamā pea i te kore mōhio me pēhea. He haepapa nui kei ō tātou kaiako nē. Ki te āta kite, me āta mārama ki ēnei āhuatanga katoa, me pēhea hoki te whakatika i ēnei take. Ko te rongoā, he kōrero, he hui ki tō ngā mātua taha, ki tō te hapori taha, he nui ngā ara hai whakatutuki i tēnei, hai whakawātea i tētahi takapau e tino karatete ai te tamaiti ki te whakapuaki i a ia anō. Ki te taha o ngā hoa, he pērā te mahi a te Māori. Kei tēnā kura tōna ake kawenga e tutuki ai tēnei. Āe, āe. Very sad. You’re right. Ngārewarewa? Āe, sorry. He hoa ōu e pēnei ana? Āe. Hai aha te whakahua ingoa. Kei whakaingoatia, ka whakamā. He hoa pūmau ia ki a au. E pupū ake ana te aroha, i te mea, i ō haerenga katoa ko te kore i mōhio nō hea koe, tētahi āhuatanga e whānui ake ai te whārua i waenganui i a koe me ngā kaupapa a te Māori, ngā rōpū Māori, e kōrero ana au mō Te Herenga Waka. Nō reira, me āta ārahi tātou i a rātou. E hia ana koe ki te taha o ō hoa? Ka tō atu au i a ia ki ngā hui, ki ngā wānanga. The pub? There are benefits. Āna! Plenty of conversation. I drag her around, and then eventually the benefits come to fruition. He rori roa tērā, kāore e pai ki a au te kupu purenga ihomatua, engari ko te whakataketake anō i te kauhanga. Āna, e taka mai ana ngā koha i te rangi. Thank you, Ngārewarewa. Pātai tuangahuru mā rima, nā Tā Mason Durie ngā whāinga e toru i kōkiri, ko te noho hai Māori tētahi. E ahu pēhea ana tēnei haerenga? Ko te kōhanga reo tēnā, ko te kura kaupapa Māori tēnā, ko te wharekura, me te whare wānanga hoki ētahi wāhi e noho Māori ai te Māori. He aha hoki tā Mason Durie i manako toru tekau tau ki muri, i tērā wā koirā te wā i tino tīmata ai te puāwaitanga mai o te noho hai Māori. That is a very big question. He aha tōna mata i te ao hurihuri e noho nei tātou, i Aotearoa nei, me tōna hanga, me ōna apataki, nō reira, he aha te mata o te noho hai Māori, kāore anō au kia tino rongo i te whakamāramatanga pai mō tēnei, me pono āku kōrero. Heoi, ko tētahi mata pea ko te kōhanga reo, ko te kura kaupapa, me te wharekura hoki te pitomata, me te pai hoki o ērā taiao mō ā tātou tamariki, mō ngā mātua, me ngā whānau anō hoki. Me te whai hua hoki o ēnei wāhi ki ngā whānau me ngā hapori, i tō mātou hūnukutanga atu ki Kirikiriroa, ko te piri atu ki te whānau whānui o te kura, o te kura kaupapa, he rawe rawa atu. Ko ngā piringa mauroa, hei aha koutou ngā mātua, āe, he pātai tino uaua tēnā, kāore au i te tino mōhio. That’s an important question. Ngārewarewa? Ki ōku whakaaro, e panoni ana te mata o te noho hai Māori, i ngā wā katoa. It has to change, and has to evolve. Anō, kāore au i te tino mōhio, heoi, e whakapono ana au me piri mārika tātou ki te whakaaro kotahi. Koinei tā tatou, ira kati. Ko te haere tahi me te tai, It’s not like, ka piri tonu ki a koe te reo, ngā tikanga, me ngā wānanga, ēnei āhuatanga katoa o tātou te Māori. Engari kāore e kore ka panoni, i te mea, e kore ngā kura tawhito e ora i te ao hou nei. Let me get Te Rangihau’s saying: Sometimes protocol must be broken so protocol can live. Yes, koia. There we go. I tino kitea ētahi tauira i te wā o te kōwheori. Āe, our funerals. We’ve reached the final question. Ki te pātai tekau mā ono, tere ake nei tēnā. Ki ō whakaaro, he aha ngā pānga ki te anamata o Aotearoa ka puta i ēnei panonitanga? That same question: Ki ō whakaaro, he aha ngā pānga ki te anamata o Aotearoa ka puta i ēnei panonitanga? Ki ōku whakaaro, ko ngā pānga.. He aha ngā pānga, Māmā? E whiua mai ana koe ki konei, koinei taku wā kia Martin Luther King ai au. He moemoeā tōku mō ngā pānga… Kua nui te kōrerotia o tēnei kaupapa mō te taha ki te whakawhanake me te panoni i ngā āhuatanga o ngā tau tekau kua hipa, ka kore e pērā hai te tekau tau e heke mai ana. Kua tino kitea ngā panonitanga, tē taea te kōrero kua kore. I pērā hoki i ngā tau o te iwa tekau mō te taha ki ngā whakataunga kerēme, ngā whakataunga kerēme ā iwi, aua āhuatanga i kōkiri i ēnei panonitanga. Mō te taha ki te ao mātauranga, ki te mana ōrite me ngā hītori o Aotearoa, ērā momo āhuatanga, he nui tonu ngā panonitanga kai tua i te awe māpara. Kei ngā kura kaupapa, kei ngā wharekura, kōkiritia. Ākene pea ko te kōhanga hoki tērā, engari, kāore au i te tino mōhio i te ara pai mō tērā. He pātai hirahira tēnei, e manako nui ana ka whakaweawe ēnei pānga i ō tātou whānau Māori, me ō tātou iwi ki te kōrero i te reo, koirā taku manako mō ēnei panonitanga, kia taea ai e tātou tō tātou reo te kōrero. Ki te whakarangatira i ō tātou taketakenga, ā whānau nei, ā iwi nei, me te ngākau tuwhera hoki o te hunga ehara i te Māori ki tērā. Koirā taku tino moemoeā. Kua tae ki tō wā Martin Luther King ināianei, Ngārewarewa. Ka kawe tonu i te horopaki o te moemoeā, he moemoeā ā ahurea tēnei. Ko tētahi pānga e manakotia ana e au, ko te whakamāori i ngā āhuatanga Māori katoa, ngā āhuatanga Māori i kōrero nuitia e tātou i te pō nei, ko te koke tonu me te panoni tonu kia Māori anō. He whakauru hoki ki ngā kauhanga e kore pea e tino rongo i tēnei āhuatanga i ēnei rā, i onamata anō hoki. Nō reira, āe, ko te hokinga mai tēnei. Āe, āe. He pai ki a au tērā kupu kauhanga, me te, he aha tāu i kī ai? He whakataketake anō i te kauhanga. Nā reira, he whakataketake anō i te kauhanga kia kino kē atu a Aotearoa. Heoi, whakaarotia tēnā. Kua manatāruatia tēnā. Kia tohaina nē. Kua eke ki te wā ki te whakapāho atu ko wai ngā toa i tuku whakautu mai ki te pātai nei. He aha ētahi kupu āwhina ki ngā kāhui arataki i ngā kura i a rātou e whakatere ana i te hurihanga o te tai? E mihi nui ana ki ngā toa, arā e whakaata mai ana ināianei. Ko te toa o te papa kēmu Ngāti Ranginui, ko Justine Pepperell, te toa o te papa kēmu Ngāti Ranginui. Ko te toa o te papa kēmu Ngāti Ranginui tuarua, ko Rebecca Shepherd. Ā, ko te toa o te paraihe Te Tuhirau, ko Libby Patterson. E whakamānawa atu ana. Big congratulations to you all. Ka tukuna atu ērā ki a koutou hai ngā rangi tata nei. Thank you, both Jeanne and Ngārewarewa. We are so lucky and grateful to have you both share your experiences and expertise and inspire our viewers tuning in. E mihi ana ki a kōrua mō tā kōrua piri mai ki te tuku whakaaro i tēnei pō. Ki a koutou te hunga mātaki, ki te rāngai mahi anō hoki, we thank you all. To everyone who sent through their thoughts, we thank you all for watching, and for listening to all the discussion had tonight. I hōhonu ake te rukutia o Mana ōrite mō te mātauranga Māori i te pō nei, i torohētia te hirahiratanga o te whakapūmau me te pupuri ki ngā tūhonotanga. What a feast for the brain that was! Hai whakamahara, kua rekōatahia tēnei hai painga mā koutou, ka whakairia ai ki te paetukutuku www.manaorite.ac.nz. So, everyone, our discussion ends here. From all of us here, to you all at home, goodbye.
Supplementary Resource – Mātauranga Māori Dominoes
Support your learning from Webinar 4 with this supplementary resource:
Supplementary Resource – Mātauranga Māori Dominoes
Support your learning from Webinar 4 with this supplementary resource:
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