Post on 17-Jan-2018
description
Tōku whare kōrero - Wahkohtowin 2014
Lynne Harata Te Aika Ngāi Tahu, Ngāti Awa, Te Whānau-ā- Apanui
Head of School Aotahi: Māori and Indigenous Studies University of Canterbury lynne-harata.teaika@canterbury.ac.nz
Tōku whare kōrero:
Indigenous long houses as places for the re-education of non-indigenous adult educa tors in the Ngāi Tūāhuriri tribal takiwā (territory) of Aotearoa (New Zealand) �
4 million people
650,000 Māori 30% under 15 years of age
< 8 fluent, 25% basicUnderstanding of the langauage
Ngāi Tahu tribe 50,000 on tribal register
Less than 1% of Ngāi Tahu fluent in
Te Reo Maori
25% have a very basic understanding of the language
3-5 generations of language loss
Aotearoa- New Zealand
• Waitaha
• Ngāti Mamoe
• Ngāi Tahu
Ngāi Tuahuriri Rünanga
Te Taumutu Rūnanga
Te Rünanga o Rapaki
Te Rūnanga o Onuku
Wairewa Rünanga
Te Rünanga o Arowhenua
Te Rūnanga o Waihao
Te Rūnanga o MoerakiKäti Huirapa ki Puketeraki Rünanga
Te Rūnanga Otäkou Hokonui Rūnaka
Kaiköura Rünanga
Oraka Aparima Rünaka
Waihopai RūnakaAwarua Rünanga
Te R`unanga o Koukourarata
Te Rūnanga o Makawhio Inc
Kāti Waewae Rünaka
Te Waipounamu
Treaty EducationGovernment policyEducators may complete a 1-2 day treaty workshop but it is not mandatory across all teacher training providers and government institutions. Only the University of Canterbury has compulsory treaty workshops.
Recent government initiativesKa Hikitia-Māori enjoying educational success as Māori.
Tataiako-Cultural Competencies for Teachers of Māori Learners
Ka Hikitia & Tataiako
Government speak talks about raising Maoriachievement but does not situate the context of learning in place or environment.Has some good values and intent but could be happening anywhere in the world.The treaty partners voice is missing.
P m P M M P
Background to workshopsThe primary purpose of these workshops is to introduce non-in digenous educators to their local tribal community and for them to learn about the tribe’s stories of place, tribal histories and culturally significant sites.
For Ngāi Tuāhuriri, these workshops were an important step in building their own capacity to take a leader ship role across all sectors of local education providers. In their tribal region, there are numerous adult/tertiary education providers, over 160 schools, and more than 300 early childhood centres.
Almost all of these insti tutions, schools and centres are government funded Crown entities (i.e.Ngāi Tuāhuriri Treaty partners).
Workshop Design• 9am -3pm offered in school hours• Powhiri-Welcome ceremony• Kai-Morning Tea• Mihi-• Overview of tribal history of how our sub-tribe came to settle in the
area• Significant sites• Group work-retelling stories of significance• Lunch• Questions & Answers• Protocols on the marae and in the classroom• Waiata-songs• Next steps
EvaluationEducators
• Beginning introductory contact-positive experience.
• Want everything delivered to them but need to learn about reciprocity and relationship building.
• Need to work with senior leaders, managers and governors to make sure they are leading by example
• Vertical geographical community clusters
Tribal community• Building capacity• Sustainability-One new
programme and resource at a time.
• Succession planning - Essential to train others so there is a pool of facilitators
• Need to educate our own whānau (families) at the same time –parallel development.
• Next steps
Opportunities/Challenges/Tensions to be navigated
• Post quakes greater awareness of place based pedagogy and willingness to engage in interaction with their local Māori community
• Government funding versus self-funding for professional development
• Tribal corporate leadership versus local subtribe initiatives• Continue to build tribal capacity and leadership- implement
and deliver our priorities in education not just what Crown agencies want.
• Treaty education in partnership; what does this mean in contemporary settings: identity, language and culture programmes.
• Is this the same or different in Canada?
Next steps-What participants asked for from one workshop.
More stories linked to whakapapa (genealogy) connections that we can share with our Māori learners – links to their ancestors
Online interactive resources
Strategies to engage whānau (families)
Building relationships with whānau(families) – what are effective strategies?
The Pōwhiri – more learning opportunities, is Pōwhiri reserved for the Marae?
Pōwhiri at schools i.e. opening of new buildings?
Whaikōrero – a workshop on roles & responsibilitiesThe roles of women on the Marae, Māori women and leadership
Engaging students in learning – linking language, culture & identityWhile we have had the experience of being welcomed onto the Marae, how can we provide an authentic experience for our children?
Sharing Maori research & knowledge to grow school leadership