Decolonisation As a Social Change Framework and Its Impact on The

Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy At The University of Waikato By Taima Materangatira Moeke-Pickering The University of Waikato 2010 1 Abstract This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self- determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation- colonisation, decolonisation frameworks within Indigenous education, self- determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and 2 chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities. 3 Acknowledgements Ko Putauaki te Maunga, Ko Ohinemataroa te awa, Ngati Pukeko te Iwi, Ko Ngati Hore te hapu, Ko Tamati Waaka te tangata. Kei te tangi ngakau au mo oku matua tipuna e noho kapunipuni mai na i roto o te Ao wairua, ko etahi o aku whakaaro i timata mai i a koutou. He kitenga panui, he hokinga whakaaro mo ratou kei tua o te arai, a, mo nga whanau kei te mata o te whenua e noho mai ana. He mihi hoki ki oku whanau me oku hoa mahi e tautoko nei, e awhi nei i au, ki te whakakao i tenei rangahau. No reira tena koutou, tena koutou, tena tatou katoa. My mountain is Putauaki and my river is Ohinemataroa, My tribe is Ngati Pukeko, my sub-tribe is Ngati Hore, My ancestor is Tamati Waaka, my great-great grandfather. I am grieving within for my ancestors and loved ones resting in the spirit world, as my thoughts and aspirations are inspired by them. I acknowledge those who have departed to the spiritual world. I pay respect for all the families who are living scattered throughout the lands. I wish to acknowledge the many peoples who inspired me and who helped me to compile the knowledge and skills necessary for this research. I would like to acknowledge my whanau: My grandparents, Kamureti and Merania (nee Waaka) Moeke for grounding me in my Maori culture. A special thank you to my mother Ngamihi Materangatira (Norma) and my father Michael (Mick) Crapp and my siblings Clive, Edward, Maryanne and Rolinda, my nieces and nephews, grand nieces and grand nephews. To my kaumatua Kari Waaka, John Rangihau, Nuki and George Waaka for your wisdom and loving support, and to my kuia Lenore (Nonie) Watarawi for your kindness and love. To my aunts, uncles and cousins thank you for being a supportive whanau. To my aunty Libby (Riria Moengaroa Fairlie) thank you for your exuberance and joyfulness and for being a special star in my life. To my partner Sheila Cote-Meek thank you for being there and listening to my PhD stories. To my friends at Laurentian University, and especially to the School of Native Human Services faculty and staff, thank you for all of your support and embracing me with your Anishnaabe teachings. To the tutors and developers of Te Whiuwhiu o te Hau, thanks for your sharing, caring and creativity of a really special and wonderful programme. 4 Thank you to the Tari Maori staff and Waikato Institute of Technology for all your support. Thank you to Kimi Matthews for your shared vision. To my dear friend Hinekahukura Tuti Aranui-Barrett thank you for your encouragement and wisdom and sharing your matauranga in the field of Maori counselling. Thank you to the Community Psychology team at the University of Waikato for the academic support, guidance and emancipatory teachings. To all the students, agency workers and community workers, thank you for providing an environment where Indigenous peoples can find culture-centered healing. Thank you to the participants from Te Whiuwhiu o te Hau and Native Human Services who gave me the information that helped me to shape the ideas for this research. Finally, and importantly, a special thank you my supervisors Dr Neville Robertson and Dr Edward (Ted) Dunlop for your inspiration, support and editing ideas. I have much respect for your wisdom and guidance, thank you. Thank you to Dr Bernard Guerin, Dr Ann Sullivan, Dr David Thomas and Dr Ian Evans for starting me off on my Phd journey. Again, thank you one and all. Kia Ora, Chi Miigwetch. Na, Taima Materangatira. 5 Table of Contents Abstract .................................................................................................................. 1 Acknowledgements ................................................................................................ 3 Opening the Circle ................................................................................................ 8 Glossary of Maori and Anishnaabe Terms ......................................................... 9 Glossary of Maori Terms .................................................................................... 9 Glossary of Anishnaabe Terms ........................................................................... 9 Chapter One: Setting the Context for my Research ........................................ 10 Introduction ....................................................................................................... 10 Key Terms ......................................................................................................... 10 Locating self in the Research (How I came to the issue) .................................. 11 Connection to Research Question ..................................................................... 19 Chapters Ahead ................................................................................................. 21 Chapter Two: Literature Review ...................................................................... 23 Introduction ....................................................................................................... 23 Situating decolonisation and colonisation ......................................................... 26 Decolonisation frameworks within Indigenous education ................................ 31 Importance of Decolonisation from an Indigenous peoples context ............. 32 Decolonisation within Indigenous Education (Research, Worldviews, Pedagogies) ................................................................................................... 34 Self-determination and Indigenous Peoples ...................................................... 42 Self-determination and Maori peoples .............................................................. 45 Maori self-determination and Land Reclamation ......................................... 46 Self-determination and the drive for Maori education .................................. 49 Bicultural programmes in Aotearoa .............................................................

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