Pūrākau – Theories, Narratives, Models & Application

Dr Rawiri Waretini-Karena

Karakia Timatanga

He hōnore he korōria ki te AtuaHe maungārongo ki te whenuaHe whakaaro pai ki nga tāngata katoa.Hangā e te Atua he ngākau houKi roto ki tēnā ki tēnā o mātouWhakatōngia tōu Wairua TapuHei āwhina hei tohutohu i a mātouAke ake akeAmine

Learning Outcomes

• To identify Pūrākau theory, narratives and application

• To examine how these theories are applied• To evaluate the learnings

Agenda

1. Pūrākau Theory – by Dr Jenny Bol Jun Lee

2. Brainstorm Māori deficit statistics

3. Colonising Tree Model – by Dr Rawiri Waretini-Karena

4. Pūrākau Model – by Dr Jacquelyn Elkington

5. Pūtaketanga theory – Dr Rawiri Waretini- Karena

6. Intergenerational Pūrākau -Genogram

Pūrākau Theory

Definition:

Pū= Origin + Rakau = Tree

• Lee (2005) States; It is not coincidental that the word Pūrākau literally refers to the roots or base (Pū) of the tree (rākau), rather it is significant that 'story telling' derives its meaning in Māori language from words that relate to the tree and bush, since the imagery of tree often reflect our cultural understandings of social relationships, our interconnectedness with each other and the natural environment (p.7).

Pūrākau Theory

Methodology

Pūrākau theory,’ as a methodology is employed in Kaupapa Māori research because of its ability to layer stories one upon the other. Pūrākau is used in a variety of ways, and is a fundamental methodology for distributing knowledge, values, protocols and worldviews.

Pūrākau

Whaikoorero

Taaniko

Haka

Ta Moko

Whakairo

Waiata

Examples of Pūrākau

Pūrākau Theory

Quote:

• Lee (2005) states; Pūrākau theory is one form of Māori narratives that originates from oral literature traditions.

• Other narrative forms include moteatea (traditional song), whakapapa (genealogy) whaikōrero (speech making) and whakatauki (proverbs) each with their own categories, style, complex patterns and characteristics" (p.7).

Pūrākau Theory

Academic Rationale• Lee (2005) suggests that; "a Pūrākau approach can

challenge dominant discourses that continue to de-center Māori experiences, cultural notions and aspirations in ways that resonate and connect to our people"(p.13).

Pūrākau & Narratives

• Narrative focuses on issues that arise using externalising language

• Pūrākau focuses on the issue that arise from a whakapapa perspective that includes contributing factors thus contextualising the issue

Discussion

• How does Pūrākau theory inform your understanding of the philosophy behind Māori narratives?

Pūtaketanga Theory

Pū= Origin + Take= Issue +tanga = action

As opposed to Pūrakau theory which unpacks layers of stories, Pūtaketanga theory focuses on specific issues and layers of contributing factors leading back to root causes

While Pūrākau theory examines macro perspectives, Pūtaketanga theory examines micro perspectives.

Dr Rawiri Waretini-Karena 2014

Pūrākau TheoryMacro

Pūtaketanga TheoryMicro

Underlying theorists

• These are theorists who have contributed to my thinking and development of Pūtaketanga theory.

• Mātauranga Māori theories – Dr Rapata Wiri• Pūrākau theories – Dr Jacquelyn Elkington & Dr Jenny Bol

Jun Lee• Decolonising methodologies & Māori knowledge–

Professor Linda Tuhiwai Smith

Underlying perspectives

• Dr Rapata Wiri advocates that mātauranga Māori perspectives should have a whakapapa, and be based on tikanga Māori principles and values.

• Dr Jacquelyn Elkington & Dr Jenny Bol Jun Lee advocate that Pūrākau from a counselling & educational perspective peels back layers of stories

• Professor Linda Tuhiwai Smith Advocates a decolonising methodology that proclaims “only Māori” are the validators and legitimisers of Māori knowledge.

Pūtaketanga Theory

Māori Worldviews

Whakapapa

Māori Epistemologies

Identity Contextual

Mātauranga Māori Hononga to make links

Tikanga & kawa

Underlying Themes

Whakawhānaungatanga

Mana Mauri

Manaakitanga

Pūtaketanga Theory

• Pūtaketanga theory advocates that everything has a genealogy or a whakapapa

• It therefore surmises that nothing manifests from out of thin air.

Dr Rawiri Waretini-Karena 2014

Root Cause

Contributing Factor 2

Contributing Factor 1

Main Issue

Pūtaketanga Model

(Dr. Rawiri Waretini-Karena 2014)

Brainstorm

• What are examples & underlying themes behind Māori deficit statistics?

• (Whiteboard exercise)

Underlying Themes

• Poverty – sometimes intergenerational• Lack of knowledge regarding the speaking of native

language• Loss of cultural identity, heritage, cultural principles,

protocols & practices

Legislative Policies Analysis

Roots

Outcomes

Mechanisms

Discussion

• What are your thoughts on the colonising tree and how it informs your understanding of Pūrākau concepts?

Pūrākau Model by Dr Jacquelyn Elkington

Age range Stage Perspective

0-15 TiakiTo be cared for

Development begins with the story of others

15-25 TaraiaExperiential

To experiment with other plots, depend less on others

25-50 Tino RangatiratangaSelf- Determining

Development takes on own life. Choices are made about with whom one co-authors

50-65 ArotakingaEvaluation & Reflection

Story writes into history new editions & reflections

65+ Whānau Whanui Moments highlighted in biography. Dependence on family becomes significant

Exercise

• Break into five groups• Each group will take up one of the stages• The groups are to break their stage into sections and

brainstorm attributes of each stage• Each group is to share attributes they have identified

back to the class

Discussion

What are underlying themes behind this exercise?

Intergenerational Analysis model

• The model on the next slide tracks ancestors and their stories across each generation

• It also superimposes legislative policies over the top of each generation to determine the legislative environment

• The rationale behind this model is to determine what influence legislative policies played on Māori deficit statistics, and thus make a connection between legislative policies, Māori experiences of historical intergenerational trauma, and colonisation.

Intergenerational Analysis Model

Time Ancestors Intergenerational stories Legislative Policies

1840s NZ Constitution Act 1852Native Lands Act 1862Waikato Invasion 1864Native Courts Act 1865Native Schools Act 1867

1920s Native Health Act 1909Tohunga Suppression Act 1907

1940s WW 2Rural to Urban migrationPepperpotting system

1960s Māori Affairs Act 1953Town & Country planning Act 1953The Hunn Report 1960Rating Act 1967

1980s NZ Constitution Act 1986

2014 Foreshore & seabed Act 2004Search & surveillance BillThe Food BillAsset SalesInequality policies

Dr Rawiri Waretini Karena 2010

Generation 4

1840 - 1940

Relationship with the Colonials

Great Grandfather:

Te Nahu Te Kuri Waretini- Weteni.

Fought in the Waikato invasion against the British empire1863Exiled with King Tawhiao into the King country.Fought along side Rewi Maniapoto and Tuhoe at Orakau Pa

Legislative Violations:

Native Lands ActSuppression of Rebellion Act 1863Waikato InvasionNative Schools act 1863Tohunga suppression Act

Generation 3

1920’s-1989

Aftermath of colonial assimilation

Grand Father:

Kapa (Tom) Te Wharua Waretini Weteni

Brought up by Princess Te Puea

Helped build Turangawaewae MaraeSpoke Maori but was caned and punished in school.Fought in World War TwoMoved away from Māori culture for western religion

Legislative violations:

Native Schools Act 1867Tohunga Suppression Act 1908Native Health Act 1909WW2Hunn Report 1961

Generation 2

1946 – 1996

Once were Warriors generation

Father:

Raymond Bartholomew Waretini Karena

Welder-Boilermaker

New Urban Māori

Under valued anything MaoriDidn’t learn tikanga-cultural heritagePut his friends before his familyAbused his wife and children

Legislative Violations:

Hunn Report 1961Pepper potting systemRural to Urban migration

Generation 1

Rediscovering cultural heritage

Mokopuna:

Rawiri-David-Waretini-Junior :Karena

Musician - Lecturer:

Grew up with no identity

Did not know my native language or culture.Wasn’t taught tikanga, kawa principles or valuesSuffered years of child abuseWent on to change the cycle and get an education

Legislative Violations:

Pu Ao Te AtatuNZ Constitution Act 1986Fore shore & Seabed 2004Takutai Moana Bill 2010Oil drillingAsset salesFrackingTPPA

Intergenerational Analysis Model

Genogram

• The genogram identifies consequences of intergenerational policies across generations

• The genogram also examines how detrimental consequences trickle from one generation to the next.

• The key identifies certain consequences as well as highlighting which member is effected

ContextualisingGenogram

Discussion

• How has this presentation informed your understanding of Pūrākau & Pūtaketanga theories, narratives, models & application?

Intergenerational ExerciseGet into five groups:Group 1 60’sGroup 2 70’s Group 3 80’sGroup 4 90’s Group 5 2000’sYou are to listen to the song of your eraDiscuss what you remember in your era

Exercise Group Focus

• What was society like in this era?• What were the clothes like?• What was the food like?• Favourite Television shows • What memories does this bring up for you? After completion of exercise students are to brainstorm what they noticed?Present learning's back to the class: Discuss how each era has influenced the other!!• Debrief

Debrief

• What learnings that have come form this exercise?

Video

• https://www.youtube.com/watch?v=NKDXuCE7LeQ

Discussion

What are underlying themes behind this video?

Karakia Whakamutunga

Kia tau ki a tatou katoa, te atawhai o to tatou Ariki, o Ihu Karaiti, me te Aroha o te Atua, me te whiwhinga tahitanga ki te wairua tapu, ake ake ake Amine.

Reference• Lee, J.(2005). Māori cultural regeneration: Pūrākau as pedagogy. Paper

presented as part of a symposium Indigenous (Māori) pedagogies: Towards community and cultural regeneration with Te Kawehau Hoskins and Wiremu Doherty. Centre for Research in lifelong learning International Conference, Stirling: Scotland.

• Wiri, R. (2013). Mātauranga Māori: The Traditional Origins of Māori Knowledge Puirtia te aka I pikihia ai e Tāwhaki. Puirtia te aka i pikihia ai e Tāwhaki. Grasp hold of the vine which was climbed by Tāwhaki. Whakatāne: New Zealand. Te Whare Wānanga o Awanuiārangi

• Wiri, R. (2001). The Prophecies of the Great Canyon of Toi: A History of Te Whāiti-nui-a-Toi in the Western Urewera Mountains of New

Zealand, Ph.D thesis, Auckland University.• Smith, L, T.(1999). Decolonizing methodologies: Research and Indigenous

peoples. Dunedin: New Zealand. University of Otago Press