1

Ka Whangaia, Ka Tupu, Ka Puawai: Kia Kotahi Te Takahi

Haere Whakamua

(That which is nurtured, grows, then blossoms: Moving forward together)

Ko Puheke te maungaKo Rangaunu te moanaKo Whangatane te awaKo Ngai Takoto te iwiKo Waimanoni te maraeKo Awarau te whānauKo Himiona Henare toku matua tipunaKo Himiona Henry toku papaKo Bert Himiona Henry toku ingoaNo reira tena koutou katoa

2

Ko Karioi te maungaKo Whaingaroa te moanaKo Kirikiriroa taku kaingaKo Nga Kete Wānanga te maraeKo Whare Takiura o Manukau te wahi mahiKo Kata (Catherine) Dickey toku ingoaNo reira tena koutou katoa  33333

4

Ko Maungarangi te maungaKo Otara te awaKo Te Whakatohea te iwiKo Ngati Ngahere te hapuKo Terere te maraeKo Mataatua te wakaKo Te Kohi toku papa no Te WhakatoheaKo Miriama toku mama no Te Whanau ApanuiKo Jaylene Riri toku ingoaNo reira tena koutou katoa

5

Ko Puhanga Tohora te maungaKo Punakitere te awaKo Hokianga te moanaKo Ngatokimatawhaorua te wakaKo Nuku Tawhiti te tangataKo Ngapuhi te iwiKo Ngati UoneoneKo Ngati Tautahi nga hapuKo Okorihi te maraeKo Taranga Akuhata tōku pāpaKo Makareta Akuhata tōku māmaKo Maylene Harrison ahauNo Kaikohe ahauNo reira tena koutou tena koutou tēna tatou katoa

6

Ko Nukutaimemeha te wakaKo Marotini te maungaKo Mangahauini te awaKo Te Whanau a Ruatapare te hapuuKo Tuatini te maraeKo Porourangi te rangatiraKo Ngati Porou te iwiKo Karaumata ahau

7

Tena koutou e te whanauKo Tarakeha te maungaKo Tapokopoko-a-tawhaki te moanaKo Matihetihe te maraeKo Te Rarawa te iwiKo Emily toku ingoaTihei mauri oraNo reira tena koutou tena koutou tena koutou katou

8

Ko Putauaki te maungaKo Rangatikei te AwaKo Ngati Awa te iwiKo Sharleen Tongalea toku ingoaNo reira tena koutou tena koutou katoa

Whakaatu/Introduction

TrustSelection• life experiences• PassionPartnership• Academic upskilling/honing• Contextualised• Contemporaneously 7

Kahikatea & Whakatauāki

• Iti rerea teitei Kahikatea ka taea ( Even the smallest bird in the bush can reach the lofty heights of the Kahikatea)

• E hara taku toa, I te toa takitahi ēngari he toa taku tini (my strength is not from myself alone, but from the strength of the group)

• He moana pukepuke e kengia e te waka (if one perseveres then ‘a choppy sea can be navigated’)

8

Stephen Brookfield (2000)

• Four strands –think dialectically, employ practical logic, to know how we know what we know, & critical reflection(both emotive and cognitive)

• Impostorship, cultural suicide, incremental fluctuation, community and lost innocence

11

Our experiences of this notion… ‘impostorship’

E nohotia ana a waho, kei roto he aha(One cannot tell from the outside

what is contained within)

12

13

What am I doing here?

• Left school early (pregnant, parent death, suspended, gang

membership, being female)• Why go back to school?(most questioned our motivation)• Comments from long time recipients of

paternalistic or charitable, social work interventions.

Whanau tu mokemoke… ‘cultural suicide’

• Being isolated from your root cultural supports.• The process of learning separated us from

those support networks that were part of our previous world.

• Your networks tune out because they don’t understand your experiences or the vocabulary you are using.

• However, they are supportive in a bewildered way.

14

Turuturu a tai. Tururu a uta…‘incremental fluctuation’

• Surging of the tide.• Moving forward and going backwards• New academic writing and technological

challenges.• Taming my computer- losing work!!!!!• Several assignments- the tide ‘stays out’

15

Te Ao Hurihuri…‘lost innocence’

We are expected to question/interrogate

our beliefs and values

16

17

Until we came to MIT these were the ‘truths’ our lives were built on…

• that all people are equal in Aotearoa New Zealand but that doesn’t include me!

• that only people who finish high school deserve/can come to MIT.

• That having the reo won’t get you on in the Pākehā world.

• that pākehā have no time for me.

Between two worlds

• Loss of identity • Isolation• those at home still have the beliefs and

values we had when we began here. We are between two worlds and to study we have to live by compromising parts of both worlds

18

He tangata, he tangata, he tangata…‘community’

Becoming social workers is about

• The community around us• Desire to do better for our families

19

The need for learning communities

• Kahikatea need to link with others to stand tall

• Interact between year classes• Whanau needs experiences of the ‘academy’

Do you know how tough it is to take the first step into the academy if such places are out of your worldview, not the norm?

20

So how can you help Māori stay and succeed in the ‘academy’?

• Help us visualize ourselves in this place• Acknowledge and give space in your courses

for our worldview• Stop putting up fences, hurdles• Trust us• Provide contextualised respectful academic

up-skilling based on our life experiences(Fishing,bells, bangs andAPA!

21

We need to trust you as tutors

• Whakawhanaunga (making links)• Address ‘inequality of power relationships’• Invest in staffing• Be prepared to wear your gown and trencher• Understand our need to get out of the ‘benefit

cycle’• Stop deficit theorising!! Making assumptions!!• Work with our strengths, passions and

determination

22

23

2007 2008 2007 2008 2007 2008 2007 2008 2007 2008 2007 2008 2007 2008 2007 2008750.515 750.516 750.517 750.518 750.519 750.52 750.521 750.522

0

5

10

15

20

25

Final Grades Year One 2007 and 2008

A+AA-B+BB-C+CC-CCNCSeries12

24

Whakamutunga/ Conclusion

Most here knew from an early age that you might go to Uni or Tech.

None of us came from families who saw this as an option.

25

“Change will not come if we wait for some other person or some

other time. We are the ones we ‘ve been

waiting for. We are the change we seek.”

(Barack Obama at his inauguration as President)

26

27

References

Bishop, R., Berryman, M., Richardson, C., & Tiakiwai, S. (2003). Te kōtahitanga: The experiences of year 9 and 10 students in mainstream. Research Report. Wellington: Ministry of Education.

Brookfield, S. (2000). Adult cognition as a dimension of lifelong learning. In J. Field & M. Leicester (Eds.), Lifelong learning: Education across the lifespan. Philadelphia:Routledge Falmer Press. Downloaded from http://www.open.ac.uk/lifelong-learning/papers /393CD0DF-000B-67DB-0000015700000157_StephenBrookfieldpaper.doc

28

E tu KahikateaHei whakapae uru roaAwhi mai Awhi atuTatou Tatou e