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Tukua Kia Rere Te Putanga 3 Poutū-te-rangi 2012

Tēnei au Tēnei au, ko te hōkai nei o taku tapuwae Ko te hōkai nuku ko te hōkai rangi Ko te hōkai a tō tupuna a Tānenuiārangi I pikitia ai ki ngā Rangitūhāhā ki te tihi o manono I rokohina atu ra ko Io Matua Kore anake I riro ai ngā kete o te wānanga Ko te kete Tuāuri Ko te kete Tuātea Ko te kete Aronui Ka tiritiria, ka poupoua ki a Papatuānuku Ka puta te ira tangata ki te wheiao Ki te Ao Mārama! Tēnā tātou i runga i ngā manaakitanga a te Runga Rawa, i runga hoki i ngā tini āhuatanga o te wā. After returning from the Christmas break and the Hui a Kaiako in January and February, it is now back to business as usual in the institution as we seek to make contributions of consequence in people’s lives. This is the purpose of Tāne’s journey and our purpose in Te Wānanga o Aotearoa as we pursue our own goals, confront our own challenges and help others to achieve their dreams. In the same way that Tāne and ngā Kete Wānanga forms the foundation for all Māori knowledge, so too does rangahau form the foundation of everything we do and gives context to why we do these things in the way we do them. This newsletter welcomes you back to rangahau in the institution and in doing so showcases some of the rangahau achievements of last year and looks forward to goals being set for the coming year. Te Kāhui Rangahau looks forward to supporting your rangahau endeavours this year and for years into the future as we all pursue Mauriora and seek to achieve our dreams… Ki te wheiao, Ki te Ao Mārama. Phil Lambert - Kaiarahi Matua Rangahau

Wánanga Intelligentsia Conference December 8 – 9 2011 Mangakátukutuku Site, Hamilton

Te Wānanga o Aotearoa hosted its inaugural Wānanga Intelligentsia Conference at Mangakōtukutuku early December 2011. The Conference featured 72 kaimahi from throughout the organisation, many of whom presented their experiences of post graduate study in spaces dominated by ‘other’ ways of knowing, rules, regulations and ideologies in order to answer the fundamental questions - what knowledge counts, what counts as knowledge, and who says so. Encapsulated within the Conference theme ‘Moving Beyond the Academy’ was the opportunity for more than 300 kaimahi, tauira and external attendees to see, hear, feel and experience firsthand the exciting, engaging and sometimes entertaining journeys that our presenters have encountered through their studies, work and for some - life in general. Added highlights of the Conference included the opening keynote presentation by Dr Ocean Mercier and the announcement of the Tāwhakinui-ā-Hema PhD scholarship recipients commemorating Buck Nin and Huru Mangu; Areta Kahu of Tainui rohe and Hemi Hireme of Waiariki rohe. Congratulations to all of our Conference presenters, our PhD scholarship recipients and to everyone else who contributed to the success of Wānanga Intelligentsia!

March 2012



International Conference Activity Intellectbase International Consortium (IIC) Conference Las Vegas, December 15 – 17 2011

Areta Kahu, Kaiako Certificate in Indigenous Research, with Moera Beattie, Kaiako Te ara Reo Maori – Tainui Rohe The challenge was laid down by our Kaihautu Marautanga to present our research at the Mainstream conference. Stepping outside the Indigenous Dr David King: CEO IIC Realm would be challenging but we were willing to walk the Glass Bridge (see following pages). Both Moera Beattie and myself decided on a North American based Consortium which holds several conferences both nationally and internationally annually. IIC is a professional and academic organisation dedicated to advancing and encouraging quantitative and qualitative, including hybrid and triangulation, research and practice. The conference provides an open forum for Academics, Scientists, Researchers, Engineers, and Practitioners from a wide range of research disciplines. The current volume is the 20th produced in a peer reviewed intellectual perspectives and multi-disciplinary foundation format. Participants are an eclectic ethnic and academic grouping. Countries represented at this conference


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were the USA, South America, Ghana, Turkey, Vietnam, China, and New Zealand. Both of our presentations were acknowledged with much respect. Moera’s presentation was a wake up for the group. It seems that not a great deal of culturally interactive presentations have transpired amongst within this forum. There is an openess to learning about the Maori culture and perhaps culture in general Moera’s paper was accepted into one of the conference journals. Her paper is also in the conference handbook. Ka mau te wehi! My paper will only be published in the handbook and not a journal. Wat up! Moera and I both wore our Intelligencia jackets and were asked what the korero meant on the back. I replied, ‘We are accountable to our ancestors, our grandchildren and those still to come, not to the academy. I underpin my research with the values, principles and practices of my ancestors to enhance the lives of our indigenous people.’

AIM OF THE CONFERENCE The first aim is to provide opportunities for academics from a range of disciplines and countries to share their. The second aim is to provide opportunities for academics to receive informal in-depth feedback through discussions and to enable them to establish contact with professionals in other countries and institutions. The third aim is to introduce academics to educational premises in locations that are suitable for study abroad programs. The Conference allowed for the following areas of academic interest to be presented and was titled: Social Sciences & Humanities, Business & Economics, Teaching & Education, and Technology & Science. Te Kahui Rangahau sent three staff to this conference:

Hone Te Rire - Kaiwhakahanga Marau, Te Puna Mātauranga Hone’s topic came under the Technology & Science category. Titled: Taxonomy: Whakapapa Māori versus Western Science. This presentation sought to provide an interpretation of taxonomy or the classification of the environment through Māori eyes. Taxonomy as understood from a Western viewpoint is challenging because it fails to see the worldview of taxonomy from a Māori perspective. This presentation intends to demistify the myth that the primordial parents of Māori, Ranginui and Papatūānuku and their many off-springs, are not connected but individual elements created in their own space and time. Hone’s presentation was well received with some interesting and positive feedback from the audience. Furthermore Hone has submitted his paper for publishing in the October 2012 International Journal of Arts & Sciences (IJAS) journal.

Hone with Nadezda Kobzeva, Senior Lecturer from Tomsk Polytechnic University, Siberia, Russia. International Journal of Arts & Sciences Conference held at Gottenheim, Germany, Nov/Dec 2011

Tony Westbrook – Kaiarahi, Short courses and Non-eft programmes Tony’s topic came under the Teaching and Education area. Titled: Progression of Learning in New Zealand Tertiary Education Curricula. This presentation will describe the structure of the New Zealand tertiary education sector and present progression of learning frameworks, including a progression of learning framework based on Mātauranga Māori concepts. It will then critically analyse how progression of learning is applied and structured within the requirements of NZQA, how these requirements can impact curricula developed by New Zealand tertiary institutions, and the consequences of these curricula. Lastly, is will propose changes to the NZQA requirements, underpinned by a progression of learning framework based on Mātauranga Māori concepts, to address these consequences. Tony’s presentation was well received with Tony, Jodie, and Dr Joseph Bonnici some interesting and positive feedback from (Conference Organiser) in Basel, the audience. They were very interested Switzerland. in the relationship between the crown and Māori, and also how the values of other cultures are taken into account in curriculum design and development in the New Zealand tertiary education sector. Tony preparing his presentation March 2012


Jodie Owen – Kaiarahi Te Tohu Paetahi Ngá Poutoko Whakarara Ora Jodie’s topic came under the Social Sciences and Humanities category. Titled: Biculturalism in Practice – Transformation through Education. This presentation sought to provide an overview of Te Tohu Paetahi Ngā Poutoko Whakarara Oranga Bachelor of Social Work (Biculturalism in Practice). The presentation gave an overview of the degree such as the whakapapa, and how it is informed by Mātauranga Māori. Also ngā kaupapa aria/ theoretical frameworks, ngā aria o te tohu/ theories and concepts underpinning the programme that has been contextualised to social work practice. A snapshot of ngā tikanga whakahaere/ programme delivery, the graduation and retention Jodie with Nadezda Kobzeva, Senior Lecturer from Tomsk Polytechnic University, rates in the six years of its delivery and the voices of the ākonga/ students and Siberia, Russia. International Journal of Arts kaiako/ facilitators who have engaged in this journey. By their final year ākonga/ & Sciences Conference held at Gottenheim, students will have developed a personal model of social work practice that Germany, Nov/Dec 2011 reflects bicultural knowledge, skills, attitudes and values. Jodie’s presentation was well received with positive feedback from the audience. The bicultural notion of drawing on the traditional knowledge of their ancestors in a contemporary educational setting resonated with the audience. The audience identified with the struggle of reclaiming and renaming our spaces and the courage to maintain the course.

Meihana Shortland – Academic Advisor, Porirua Campus, Te Tai Tonga Kaiarahi Rangahau International Conference, Madrid, Spain January 2012 Mei’s Presentation: Integration of cross-cultural studies in curriculum – Te Wānanga o Aotearoa an exemplar of change. The presentation illustrated the uniqueness of Te Wānanga o Aotearoa where the integration of cross cultural studies in curriculum reflects Biculturalism in Practice. Where two distinctly different world views Te Ao Māori, the voice of the indigenous and Te Ao Pākeha the voice of the European are intertwined to holistically support the diversities of the multicultural peoples of New Zealand in their pursuit of higher education. This paper merely scratches the surface of culture, biculturalism and its complexities it does however reiterate the significance it plays in education. It furthermore highlights the changing face of education requiring us as practitioners to be accountable and accepting of diversity as there is no room in education for bigotry. It’s not about being who you aren’t, or even who you are, it’s about being who you can be, to the very best of your ability. Therefore learn from the past, reflect on the now and dream and plan for the future. 4

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Fifth World Universities Forum

University of the Aegean, Rhodes Greece January 8 – 10 2012 Sophronia Smith – Kaiako, Te Tohu Paetahi Nga Poutoko Whakarara Oranga – Tainui Rohe Ko te mihi tua tahi ki te Atua nana nei nga mea katoa Ko te mihi tua rua ki a Kingi Tuheitia me tona hoa rangatira Te Atawhai. Pai Marire. Ki te whanau mai Te Kahui Rangahau nga mihi nui o te tau hou ki a koutou No reira Tena koutou, tena koutou, tena koutou katoa The World Universities Forum history and intent since the forum’s inception in 2008, it has been a space for professors, researchers, policy makers, administrators and other allied staff to analyse the current state of the University within the context of the financial and political ambiguities and crisis occurring throughout the world. Two contributing factors to this discussion are growing trends: online education, and technical and applied approaches to learning. Due to the financial collapse within countries from the European Union (EU) the forum was hosted by Greece. The first day’s key note speaker was native Dr. Chryssi Vitsilaki (Professor in the School of PreEducation, University of the Aegean, Greece) who provided a succinct over view of the higher education landscape in Greece. I grew an appreciation for the cheques and balances system that we have in New

Zealand. Although it is not a full proof system, the infrastructure requires accountability, transparency, hopefully towards best practice. Study links initiative to put caps on loans for BA, MA and PhD require students to give more thought to their decisions to study. Another presentation that impacted me tremendously was delivered by Dr. Antonio Novoa, Rector of the University of Lisbon. His presentation was titled Reinventing the University in a time of crisis. His key ideas included the perception of UniverCity His presentation resonated with me because of the TwoA strategies which value the relationships with Iwi and Hapu governing bodies. The receipt of his ideas was mixed.

Nga Takepuu Tuhonohono Principles connecting us to the future possibilities of tertiary education My presentation provided a platform for diasporic University to learn about Te Tohu Paetahi Nga Poutoko Whakarara Oranga (BiP), its unique philosophical underpinning, the history of its conception, and Nga takepuu as a conduit taking high education into future possibilities. My presentation spurred many discussions I formed some very valuable connections. The experience was an amazing one that I will not forget very quickly. I wish to acknowledge TwoA for affording me the opportunity. I have acquired valuable connections from throughout the diaspora, I have also identified teaching tools which could enhance the skills of my students, and I have been informed about multiple European worldviews. Lastly I have had the opportunity to represent Te Wananga o Aotearoa at an international conference. As we seek to gain repute in both indigenous and mainstream space the opportune to deliver presentation of a high calibre will help to create legitimacy.

March 2012


Travis Taiapa - Kaitohutohu Tautoko Tauira Student Support Advisor The Hawai’i International Conference on Education provided “many opportunities for academics and professionals from education related fields to interact with members inside and outside their own particular disciplines.” In hindsight, this entire rangahau journey will be remembered as the sum of extraordinary sequences of events, non-stop contemplation and decision making, endless scores of creative writing, exemplary mentoring, professional development and expert guidance, and impeccable timing. Travis’s presentation titled:

Aroha - it is more than just Love!

Presentation Date: Thursday 5 January 2012 Time: 1.15pm to 2.45pm. Objective Achieved? Mātauranga Māori Advancement The presentation intended to inform the audience by highlighting experiential learning founded on traditional Māori custom and practise. An underpinning infusion of both traditional and contemporary spiritual and belief systems that would inform the integrity and true intent of any relationship would also be shared. More importantly, it aimed to illustrate its relevance and the intricate dynamics and magnitude of quality functional working relationships working towards achieving quality outcomes.


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The practical part of the workshop included Hawai`I “building a International ‘hypothetical’ Conference on house” based on Education Honolulu the principles of O`ahu, Hawai`i Āhurutanga, Kaitiakitanga, Koha and Mauri Ora and their inherent characteristics. It was also an opportunity where all participants may openly share stories and perspectives and to also take part in waiata Because such a topic as Aroha is a universal concept, then it seemed appropriate to impart the message of spirituality as well and to make the audience aware that without the most important aspect of learning spirituality and love - our relationships will never be as effective as they could otherwise be. Aroha is not an easy ‘game’ to play yet although we know that the best results always prevail, we may sometimes if not most times, forget those spiritual loving ways of thinking, behaving, communicating and interacting. Introduction to Rangahau - “Aroha - it is more than just Love” This rangahau is ultimately charged with an offering of personal experiences and categorical insight. Please consider accordingly. Enjoy ...

Shorelines Symposium, Place Creativity and Wellbeing 15 November 2011; Ayr, Scotland Kim Marsh – Kaiarahi Maunga Kura Toi Rauangi “The aim of the symposium was to explore interconnections Mclaurin Gallery, Rozelle Park, Ayr Scotland between creative spaces or locations and physical Wellbeing: physical and mental health and and emotional wellbeing. It brought together a connections with creative process and physical multidisciplinary audience of researchers, academics location, spaces or places. and arts practitioners to explore the significance The symposium audience included practitioners, of place in the creative process and its potential to researchers and students from diverse disciplines enhance the quality of human experience. including the arts, architecture, psychology, health, Keynote presentations were given by Dr. Iain environmental aesthetics, philosophy and education McGilchrist, author and psychiatrist, and Chris Drury, from around the world. Delegates came from the land artist. USA, Australia, New Zealand, Europe and the UK. “ Academic paper and visual presentations addressed The ‘Home Land and Sea’ paper I delivered and the the themes of: experience of travelling Place: stimulating locations, creative spaces, to a place both culturally geographical inspiration different and similar Creativity: creative process in the visual arts, music, literature, poetry and drama with focus on stimulation, to my own sense of home is contributing to inspiration, innovation and cognition related to the completion of my physical spaces and location. dissertation for a MA through Te Pua Wānanga ki te Ao at Waikato University. I went to the homes of my ancestors to discuss the importance of home in our search for creative drive and our ability to Tour guides dressed in traditional maintain a creative costume of the region, Rozelle practice as artists. House; Ayr, Scotland

Aerial view of the coastal town of Ayr March 2012


Tāwhaki Nui ā Hema – PhD Scholarship Recipients Hemi Hireme My ‘academic’ interest in indigenous knowing and being began as a postgraduate student at the School of Education, Waikato University in 1996. This led to the completion of a MEd in 2002 titled “Cultural Theory Made Critical: Towards a theory of the indigenous intellectual”. Recently my supervisor and I have been engaged in discussions around indigeneity and epistemological pluralism. It is considered that the age of modernity is in decline and an opportunity exists for multiple ways of knowing and being to lead a (k)new approach to understanding and practice. The potential contribution of indigeneity to this future is a special focus. The working title for my PhD is “Indigeneity, Ontology and Cosmology: An indigenous response to change, diversity and complexity in ‘knowledge societies’.

Areta Kahu Ko Tongariro te Maunga Ko Taupo te Moana Ko Te Heuheu te Tangata Ko Ngāti Tūwharetoa te Iwi Ko Areta Kahu Toku ingoa No reira tēnā koutou, tēnā koutou, tēnā koutou katoa Tenei te mihi nui ki te Whanau o Te Wananga o Aotearoa As a recipient of the Tawhaki-nui-a-Hema Scholarship I would like to take this time to thank the selection panel for giving me this amazing opportunity. It is heart-warming to know that scholarships such as this are available to the Whanau. The scholarship offers valuable time that is required to complete significant work. I will do my best to do justice for this recognition. Title: Culturally competent teachers in mainstream primary school settings: stepping up The title phrase ‘stepping up’ is implied both as a metaphor and an adjective. Stakeholders are emboldened to take up the wero of devising and implementing strategies to enable Māori children to reach their potential and go beyond. The thesis will analyse the effectiveness of mainstream primary teacher training to promote and develop cultural competency in all trainees and their ability to be able to plan, develop, and teach an effective classroom programme in their provisional years of teaching that best fits the needs of Māori children. This PhD thesis proposes to critically analyse teacher 8

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My doctoral studies share the same challenges, tensions and opportunities as TWOA in the development of indigenous ways of knowing and being that can locate and differentiate itself within and beyond modernity; that the whole notion of indigenous knowing and being is grounded in contexts whose roots precede colonial times, but whose wisdoms manifest in a practical way the goals, values and principles of TWOA in a global context. TWOA is a global indigenous leader in the quest to make the world a better and fairer place for our children and grandchildren. This research focus considers that many of the directions lie within the re-membering of staff, students and whanau within the indigenous communities that we serve; a re-membering informed and reformed by those special places and spaces to which we are inextricably and indelibly connected as indigenous peoples.

competency in the New Zealand mainstream schooling system as it relates to the teaching of ahuatanga and tikanga Māori. The improvement of Māori children’s achievement rates is currently a critical factor in New Zealand’s current educational landscape as the majority of them attend mainstream schools. My teaching journey began during the implementation of Tomorrow’s Schools. I enrolled onto a Diploma of Teaching (Primary) programme at the Wellington College of Education based in Karori. My philosophy focused on making a positive difference by bringing to the profession my passion for teaching and myself as a tangata whenua. Memories of my own schooling confirmed a need for teachers who could bring to the classroom a deeper cultural appreciation. Māori children will be respected in a way that recognises the importance of being Māori and how cultural knowledge can be utilised in a way that best serves successful academic achievement. As I work through my thesis I would appreciate any panui or readings that you know of around my kaupapa no matter how significant or insignificant you think it might be. All material will be appreciated and looked after. He mihi nui anō

Rewi Panapa Award - Recipient 1

Elizabeth Pakai Tēna koutou te whānau o TWoA ka nui te mihi ki a koutou katoa. I am really humbled and grateful to receive a scholarship that will allow me to finally begin my PhD journey. I have wanted to progress a PhD since 2006 however work and other matters always took priority. The kaupapa (research thesis) is an archival narrative historical one on my journey as a Māori woman as I pursued higher education in mainstream education specifically early childhood education. The study tracks my growth and development alongside other Māori women, particularly those who influenced my thinking, and begins in 1966 when I entered private Kindergarten Teachers College as a very young and ‘fresh’ country teenager, and carries through the present day and my current role. The research is a culmination of a life time of work, experience and challenges on a journey to provide the best early childhood experiences for tamariki/mokopuna and in doing so providing opportunities for the implementation of a pre-service qualification that would best suit ‘us’ Māori in early childhood education. I feel that while it is a personal journey it is also a professional

Travis Timoko My academic journey began at the University of Waikato where I completed a Bachelor of Social Sciences, then went on to complete a Master of Applied Psychology evaluating the effectiveness of web based training compared to computer based training and classroom instruction. It was while finalising my Masters degree that I began work at Te Wānanga o Aotearoa with the Human Resources Department. I spent several years within HR Administration and Training and Development before gaining the opportunity to work with the Executive Support Office. With an interest in using technology for learning

responsibility for me to complete as it may inform those who are currently undertaking ECE qualifications or those teaching now. The study will cover initial teacher education; teaching experiences; development and participation in the profession; influencing thinking and inclusion of tikanga and te reo Māori in the sector. The study will include excerpts from historical documentation from Māori women in the early childhood education service, some of the information archival, some oral translation, much of it from personal records and notes I have been privileged to be in receipt of. Notes from such people as Amiria Pewhairangi - the first and only, Māori woman in ECE for a number of years in the Education Department (now know as the Ministry of Education); andHine Potaka – who set the Whāriki for Te Kohanga Reo and how her thinking was influenced by the NZ Play centre Association. I intend to interview other Māori women who began the journey with me in 1966 and include parts of their journey as a way of substantiating the kaupapa. I also intend to interview graduates from the Waiariki Institute of Technology’s: He Tohu Mātauranga Mo Te Whakaako kohungahunga - Diploma of Teaching ECE which was developed specifically to provide a bicultural bilingual study option for those interested in becoming ECE teachers. These students from Rotorua; Taupo; Turangi; Tokoroa and Gisborne will, I believe, give a ‘modern’ 21st century view of the sector and the changes that Māori participation in mainstream ECE have had. I also intend to interview current kaiako at Ngā Whare Whāriki Kohungahunga – ELC as an indicator of ‘points of difference’. I have chosen to undertake this as a thesis as many of our stories are not recorded as we progress ECE. The contribution that Māori women have made to mainstream ECE is significant and needs to be acknowledged, documented and celebrated. and an evolving role working for rangatahi I took the opportunity to further my academic career by applying for and receiving the Rewi Panapa PhD Scholarship. The scholarship affords me one day a week to focus on my PhD studies, which for the remaining 10 months will consist of finalising my research question, a 5000 to 7000 word literature review and identification of a suitable research methodology, all of which culminates in a presentation of my research proposal to a panel for approval. I would like to take this opportunity to thank the rangahau team, especially Leilana Harris for her support with submitting my scholarship application. March 2012


He Tuhi Marei-Kura Over the past 18 months, work has been carried out to help complete the writings of an unpublished manuscript written by Pei Te Hurinui Jones. The manuscripts known as He Tuhi Marei-Kura were completed by Pei, however these were never published and therefore have not been widely available to the public. The research for He Tuhi Marei-Kura was carried out over several years during the 1940’s and 1950’s and includes histories and stories as re-told by elders of Waikato-Tainui such as Roore Erueti, Peha Wharekura and Te Hurinui Te Wano. He Tuhi Marei-Kura provides an account of the creation, traditions and rituals of whare wānanga according to the Priestly lore of the Tainui people. The unpublished works were completed as two separate volumes, one in te reo Māori and the other in English. The primary goal of the project is to make copies of these volumes available to iwi, hapū, whānau, scholars and researchers. The impact this resource will have on the preservation of our language, traditions, history, stories and culture will be considerable. Pei Te Hurinui Jones has bequeathed this knowledge in the hopes that a broader understanding of who we are as Tainui descendants secures our future, while also stimulating growth and development on all fronts going forward. An advisory panel has been convened to assist with the review of both the Māori and English volumes, including Dr Shane Edwards, Kaihautū of Te Wānanga o Aotearoa. The advisory panel have been pivotal in the direction of the publication and have given great support to the project. The timeframe for publishing He Tuhi Marei-Kura is early 2012. Ariana Paul

Recently Released Publications Tales of Whanau Transformation in Otepoti Mike Horlor


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In early 2011 I was fortunate enough to have an application to Te Kāhui Rangahau Internal Contestable Fund approved. The theme of the project was to capture ‘Tales of Whanau Transformation in Otepoti’, asking the graduates of TWoA programmes in Dunedin to describe their experiences of transformational events in their lives gained through undertaking study with us. The purpose of this was to develop a better understanding of what was occurring outside of our classrooms in our student’s lives in a tangible way. Many success stories are only spoken of informally, and I thought it likely that some students were actually unconscious of how far they’d come and failed to understand the scope of the changes that they’d experienced. I chose to work with the Dunedin graduate community as I’d been quite involved with developing TWoA delivery there over the previous few years, attended every graduation there, and felt a personal connection with the graduates. The journal process started with a letter to graduates from 2010 programmes, inviting them to participate by contributing a written account for publication in a journal Initially around 11 people responded, and after follow-up communications, 6 of these contributed to the journal. Further contributors were identified through our partners in Otepoti, Te Arai Te Uru, Kokiri Training Centre. The final journal contains 10 contributions. Some of the challenges faced were: • Around half of the contributors struggled with addressing the proposed format in writing, either through being reluctant to write about themselves or a lack of confidence in their writing skills. Where this was identified, I offered to record their accounts, transcribing and editing the recordings later. This offer was accepted by 5 contributors and proved very effective as the material really flowed with the right prompting. • Busy lifestyles meant that deadlines were hard to adhere to, and had to be renegotiated constantly. I’d allowed for this in my original timeline, however this was still pushed to the limit. A couple of contributors had to be reminded and chased several times over every interaction. Obviously this was a delicate matter, as the journal relied on their generosity and I didn’t want to hassle them. • Transcribing and editing verbal submissions is extremely time consuming, and not something I’d allowed for. I managed this by diverting some budget to employ a suitably experienced assistant to undertake this work, doing a final edit myself. In respect of this I ensured that the assistant, Heeni Collins, received a co-editing credit on the journal. • One administrative hiccup was that my project did not

receive a finance code until quite late in the piece. This meant tracking expenditure and journaling expenses was a bit messier than it could have been. That said, once we knew it was an issue it was sorted out quickly, and we were able to bring the project in on time and under budget. Understanding the expenditure level actually enabled us to print extra copies of the journal, allowing for wider distribution. Along with challenges, there were also some great rewards: • The participants stories were transformational, emotionally uplifting, inspirational and entertaining, not to mention informative. It was a privilege to be able to bear witness to their passion and vitality demonstrated in sharing their accounts. • Working with Lynette Collins and the Kokiri Centre team who freely made their premises available and supported this kaupapa at every opportunity was fantastic. Mark and the Kokiri catering students put on a top-class dinner for the contributors, where we shared not only food but excerpts from everyone’s accounts, and the tears and laughter that went with those stories. • Working with the photographer, artist and design team to actually create the journal was a new experience for me. I have picked up many books in my life without appreciating what goes into making them - I do now. • The on-going faith placed in me by the Kahui Rangahau is humbling. As an allied, Ngati-Pakeha, rohe-based kaimahi, such faith is always appreciated and never taken for granted. It is important for me to feel that what I do here makes a contribution to the kaupapa of TWoA, and such faith helps make TWoA a very special place for me to work. • Finally, the delight of the contributors when they received their journals on Dec 16th was unbelievable! For most, it represented the first and possibly only time they will see themselves represented and expressed in print, and their excitement was fantastic to see. I hope that the journal is widely distributed, and achieves the intended purpose of illustrating student outcomes of our programmes beyond the mere statistical reporting that we currently rely on to demonstrate the success or otherwise of a student’s time with us. If we can provide evidence of such outcomes reliably and consistently, it will make our case for continuing what we do that much stronger. Na Mike Horlor

March 2012


Kaiārahi Rangahau a Rohe Mei Shortland Ko Mōtatau te Maunga Ko Taikirau me Raparapa ōku Awa Ko Mōtatau me Matawaia ōku Marae Ko Ngāti Hine te Iwi Mei Shortland, Academic Advisor and Kaiarahi Rangahau for Te Tai Tonga. Mei was born in the Waikato region (Paeroa) and raised in a nomadic lifestyle as a child moving between Paeroa, Te Awamutu, Hamilton, Wanganui, Otaki, Masterton and Christchurch. Being the product of a tomo (a marriage of obligation) the pull of the ahikā Ngāti Hine remained steadfast throughout the transitions. The experiences formed a natural inquisition, a quest of Rangahau carried through to current times. Mei is passionate about assisting Kaimahi in regards to reviving Māori thinking through Rangahau. Erita Ko Tainui te waka Ko Moehau te maunga Ko Hauraki te whenua Ko Ngati Tamatera te iwi. No Te Whanau-aApanui toku tane a Hemi Tokotoru a maua tamariki Tekau a maua taonga o te ao, ara, ko nga mokopuna. Ko Erita Kingi taku ingoa 12

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Josh Wharehinga Kaiārahi Rangahau – Whirikoka Josh’s formal education includes a Degree in Social Sciences (Psych) from Waikato University, a Diploma in Adult Education from Te Wananga O Aotearoa, a Certificate of Child Protection Services and Certificate of Participation from Mr Preston at Awapuni School. Josh’s informal rangahau education came from watching his father and his father’s friends. During which Josh formulated questions about their behaviour, read books relevant to the behaviour, formulated a methodology based around not wanting to mimic the behaviour, actioned his rangahau plan into practice and is continually refining his ongoing rangahau journey. Josh has held positions as a social worker with ‘at-risk’ rangatahi, a high school teacher of ‘at risk’ rangatahi, a mentor to ‘at risk’ rangatahi, and most importantly he was an ‘at risk’ rangatahi. Josh has been awarded with the Duffy Book parent award for contributions to Waikirikiri School, nominated for the Tairawhiti Man of the Year award for contributions to community and the prestigious Attendance Award for going to every class in standard three. Josh is a trustee for Te Kura Reo Rua o Waikirikiri holding the property and employment portfolio, the chairman of the Ka Pai Kaiti Charitable Trust, a residents’ association in Kaiti, Gisborne, the chairman for the Local Distribution Committee for Community Organisational Grants Scheme, which is a grant scheme administered by the Department of Internal Affairs and an advocate for Te Takutai Moana. Alongside the rangahau role, Josh is the Academic Advisor for Whirikoka, a role which suits his enthusiasm and energy. Josh plans on being the top graduate for He Waka Hiringa.

Rangahau newsletter 2012  

Rangahau newsletter 2012

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