Mā te mātau ka ora ai tātou katoa.Deeper understanding will lead us to a place of well-being.

Tuia te Ako Conference 2013Te Wānanga o Raukawa

Presentation by Neville King9 Paenga-wha-wha

Supporting Iwi to ……..

• advance their aspirations • advance their Mātauranga • be a crucial part in the curriculum design and delivery process• realise how important they are to shaping education

In terms of growing the Māori continuum to assist the survival and well-being of Māori.

Because Aunty Te Pora said so……

and Uncle Putu said “hurry up boy….”

……..and I said sweet!!!

Concern……

Te Arawa are asset rich…..

Treaty Settlement

People poor……

• Significant number of Te Arawa youth entering tertiary education at lower levels

• Low numbers of Te Arawa employed on the land mainly as labourers

• and graduating with lower level qualifications

• and angst at the increasing number of Te Arawa heading to Australia

After heaps of hui…..

Intervention required

Waiariki Agricultural Collaboration (WAC) MOU signed Feb 2011

•Building Participation and Success for Māori Learners in Underrepresented Areas of Tertiary Education.

•Increasing the number of Māori Youth moving successfully from school into tertiary education

•Collaboration to bring together three Māori Trusts/Incorporations within the iwi of Ngāti Pikiao and two tertiary organisations.

•Provided the opportunity to tutu

Taster Programmes

•Total of 18 participants

•range of ages 15 – 19

•16/18 were male

•100% were Māori; 100% were Te Arawa

Ngā Tutu

Tūhonohono - connectedness and bindingswhakapapa relationships, negotiating tensions at the outset.

Tū māori mai– Ka mohio au i ahau ano

Āta haere- respectful interaction, balanced thinking, backwards to go forwards

Ka haere tonu te awhiawhi - Being in relationship brings new and enduring responsibilities

Mauri tau - he mana, he tapu tōu - respect your mauri Spiritual and physical wellbeing, calmness

Dr Edwards, S (2011)

A strong, values based, collective, ensures that we:

•Are culturally responsive – reo, tikanga, āhuatanga Māori

•Are inclusive, engaging & responsive to cultural, social and economic context

•Have a strong focus on pastoral care

•Are open to trying new approaches to meet needs

•Have an expectation of success

•Have strong relationships – with students, whānau , iwi and community

•Have engagement inside and outside of the classroom

He reo anō tō te rangatahi

employment, making money were key motivators

education and gaining qualifications was seen as important

saw teachers as those that spoke ‘at you’ rather than ‘too you’

Learning was fun and enjoyable.

said they were more likely to listen, to learn and to respect a tutor, more so than they would with a teacher.

• Observing them within a context

• Observing the teaching within that context

• Reflecting with our rangatahi on their experiences

• Sharing those learnings with koeke, the Trusts and Taratahi.

• Incorporating all our learnings into a programme that aligned to all that we had experienced

Taumata Raukura

Rangatiratanga

•Whakapapa, Whenua, Leadership of oneself

Tuhonohono

•Relationships, whakapapa, industry, community

Mauitanga

•Creativity and innovation and the application of skills across a range of context

We are quite clear that we wish our graduates to move from positions of being the workforce to employing the workforce.

He koha hei tuia te AKO

• When curriculum design is Māori centered the pakeha knowledge becomes the add on.

• Thinking and doing in an iwi context can provide (k)new places and spaces. - Dr Edwards, S (2011)

• If you always do what your always done…. Analogy. So challenge not only the western dominant paradigms of the academy but our own.

• Its hard work working alongside your own.

• We must work with and alongside Iwi not in isolation of.