Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration By Hiria Stacey McRae A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy Victoria University of Wellington 2014 i HE HAKA I tūhia mai nei tō reta pōhiri kia mātou Kia tae mai ki Rotorua Aha ha ha I haramai haramai taku taonga Aha ha ha I au ai kia whakatairangatia te kaue o taku tupuna Tama te Kapua e tū nei Titiro ki ana uri e tau nei Aha ko mātou Ko mātoa aha Ko Uenuku aha ha Te korapanga o te wā o Pukaki I waiho ki a Te Taupua You have invited us to come to Rotorua Well then we are here and have brought our treasures Well then we have come to proclaim the (jawbone) symbol of our Illustrious ancestor Tama te Kapua Behold (we are) his progeny who gather today in numbers Yes we are his descendants we are his children And the children of Uenuku well then We declare ourselves the survivors From the time of Pukaki Coming down to Te Taupua today ii HE MIHI Anei te mihi maioha ki ōku tūpuna kua wheturangitia, ko rātou kua mene atu ki te pō, kua okioki i tēnei wā, moe mai moe mai rā koutou Ko Herbert Wharerau Maaka McRae tēnā Ko Benjamin Rangihonohono Morrison tēnā Ko Wimareux Te Iwa Gillies tēnā He reo ohaaki tēnei ki a koutou Ko Winipere Caroline Milroy ka ora tonu He reo aroha tēnei ki a koe Ko Fredrick Matthew McRae tōku pāpā Ko Kahira Martha Morrison tōku māmā He reo hūmarie tēnei ki a kōrua Ko Ngāti Whakaue rātou ko Ngāti Kahungunu me Ngāi Tuhoe ngā iwi Ko au te uri e whai mai nei Ko Hiria Stacey McRae tōku ingoa Anei te mihi maioha ki a tātou hoki ko te hunga ora Nō reira Tēnā koutou Tēnā koutou Tēnā koutou katoa iii ABSTRACT This thesis aims to provide a pathway to improve Māori student engagement with science education. Internationally, some indigenous communities have worked with schools in the delivery of science programmes, resulting in positive indigenous student engagement. These outcomes show that together indigenous students, schools and indigenous communities can contribute to the development of their particular place when science programmes allow the exploration of self, relating to others, the local environment and the wider world. This thesis investigates the perceptions of Māori students, teachers and kaumātua of science education in the Māori tribal community of Ngāti Whakaue to identify how Ngāti Whakaue is recognised in school science programmes. Individual and focus group interviews were conducted with local Māori elders, Māori secondary science students, and secondary science teachers from six English and Māori medium secondary schools in Rotorua. Data analyses revealed that participant perceptions and experiences of place, science and the Māori culture were disconnected from Ngāti Whakaue, despite its rich potential as a setting for science education. Participants held diverse perceptions and views within and between groups, including student and teacher understandings of Māori culture, attitudes regarding the place of Māori culture and knowledge in science education, and preferences regarding teaching and learning styles. Findings are examined as to how schools and Ngāti Whakaue could work together to better support positive Māori student engagement with science education and suggestions are made about how these relationships could be improved. iv ACKNOWLEDGEMENTS It is with the utmost gratitude that I first thank the students, teachers, schools and kaumātua who allowed me into your classrooms and homes and trusted me with sharing your stories. I hope I have represented your voices and experiences, how you intended them to be shared. He reo poroporoaki hoki ki a rāua kua wheturangitia, moe mai rā kōrua. To the inspirational Professor Wally Penetito – it has been such a privilege for me to be your final doctoral student. It was you who introduced me to this concept of place-based education, which similar to yourself, felt like something very familiar to me. It has been an honour for me to have you give your time, wisdom and always listening so patiently to my thoughts, ideas, and convictions. I caught myself often during our conversations thinking how lucky I am to have been in the prescence of such a strong and committed voice for Māori education. It is you who has inspired me to strive to be the best contribution I can be to my Māori communities. To the brilliant Dr Dayle Anderson – it has been a privilege for me to be your first doctoral student. You have always been so humble in your sharing of your meticulous and critical views. You encouraged me to look deeper and make sure that I was always honouring the voices of my participants. Your pragmatism has given my thoughts and ideas clarity. It is you who has inspired me to ensure that everyone’s perspectives and voices are heard. v To my Te Kura Māori and He Pārekereke senior academics, Associate Professor Kabini Sanga, Dr Hazel Phillips, Dr Joanna Kidman and Dr Cherie Chu. I thank you all for your encouragement and support during my studies. To my original postgraduate studies cohort, Rawiri Toia, Rawiri Hindle, Pania Te Maro and Marama Taiwhati. Thank you first for being such wonderful friends who inspire me with your commitment and clarity to making a difference for Māori. Thank you also for inviting me to begin this research journey with you and I am so proud to see and be a part of what you have achieved in your academic careers. To Professor Luanna Meyer and Professor Dugald Scott for first believing that I could pursue the doctoral upgrade pathway and constantly supporting me along the way. To my beautiful friend Dr Tabitha McKenzie – thank you for all your support and modelling to me the drive and determination that I needed to complete such a challenging pathway. I am so proud of you in what you have achieved academically and everything else you commit to. To my two other study buddies and beautiful friends Dr Chelsea Grootveld and Fuapepe Rimoni – thank you both for your constant support and inspiring intellect. Chelsea – for your big heart, generosity, and continuous words of encouragement and support. Fuapepe – for your calmness, humour and always being available to listen. I look forward to being a part of future achievements in indigenous education. vi To my Te Kura Māori colleagues past and present – thank you all for your support. Pine Southon and Belinda Cattermole – for your constant and generous care. Meri Marshall, Kahu Ropata, Pania Matthews, Dr Adreanne Ormand and Professor Cindy Kiro – for your interesting and inspiring conversations. To my Faculty of Education colleagues past and present – thank you all also for your encouragement, especially Susan Kaiser for your kindness and outstanding editing skills and Sheila Law and Alix Klein for your patience. Toihuarewa, Te Kawa a Maui, Te Pūtahi Atawhai, MAI ki Pōneke – he mihi aroha nā tā koutou tautoko mai, tākoha mai hoki ki ahau. Ko koutou tēnā, Piri, Cecelia, Paul, Te Ripowai, Rawinia, Meegan, Marie, Maria, Dayna, Jenny, Sera, Ocean, Pauline, Dennis, Mike, Maraea, Ewan, Awanui, Hemi, Arini, Maria. To my wonderful mentor Professor Angus Macfarlane who gave me another pathway to support my iwi and introduced me to the brilliant Dr Melinda Webber, Dr Candy Cookson-Cox and Dr Averil Herbert. Thank you also for your constant encouragement. To the Ngāti Whakaue Education Endowment Trust Board for your generous financial support. To my mentor Lynette Bradnam for reminding me of ease, joy, and happiness. vii To my stunning rugby whānau for providing me with so many fun times and physical challenges I needed to keep sane during my studies. Gary, Jaz, Shorty, Bekki, Tuila, Leeds, Gina, Joy, Brooke, Shar, Luana and all my other wonderful team mates and opposition, I thank you all. To my inspirational TriPōneke whānau for nourishing me physically and spiritually and introducing me to such a positive way to live life – ko koutou tēnā, Carl and Sal, Niks and Earl, Chels and Timoti, Ness and Norm, Katy and Helen, Ngarama and Carl, Talia and Irai, Terry and Ria, Aaron and Grace, Gayle, Ginny, Jim, Helen, Karina, Margo, Michelle, Lydia, Jaclyn, Sheryl, Ani, Ann Bondy, Anne Nicholls, Hine, Shar and Sophie. Special thanks to my TriP besties, Linda, Renaee, Noni, Ruth and Kath for keeping me honest in my training and studies. To my wonderful Wellington whānau – Wendy, Izzi, Lucy and Rueben for helping me to relax at the end of very busy weeks and weekends. Wendy – lots of love especially to you for nourishing me not only with your spectacular cooking but also for your generosity, calming insight and intelligence. To my fabulous friend Lydia Browne – for your constant and generous care and to your wonderful mother Heather for her time she gave unconditionally. You are such a blessing to have in my life. To my beautiful bestie Jo Harrison – you inspire me everyday with your grace, beauty and kindness. You have taught me patience and positivity and I love you very much. I wish you and Avina the most wonderful life together. viii To all my wonderful aunties, uncles and cousins – thank you all for your encouragement and support also. To my beautiful nieces and nephews, Ella, Ania, Rosie, Tayne, Marni, Kasey, Liam, Mia, Kaia, Matea, Jordan, Millie, Isaac and Cherry – you have given me such joy and laughter – I love you all very much. To my wonderful inlaws, Lynette, Jim, Mativa and Victor – thank you all also for your encouragement and belief in me – I love you all very much.