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Māori-Tūhoe Epistemology

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Māori-Tūhoe Epistemology MĀORI-TŪHOE EPISTEMOLOGY: STAGES OF SUSTAINING TRIBAL IDENTITY THROUGH TŪHOE PERFORMING ARTS by Tina Ngāroimata Fraser M.Ed., Simon Fraser University (Canada), 2001 B.Sc., Almeda College/University (USA), 1981 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES (Educational Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) September 2009 © Tina Ngaroimata Fraser, 2009 ABSTRACT Many Indigenous peoples cite the processes of colonization as the single greatest contributor to the loss of language, culture, land, and tribal practices. In 1971, the Tūhoe tribe of the Eastern Bay of Plenty in New Zealand established Te Hui Ahurei ā Tūhoe (The Unique Gathering of Tūhoe) to retain their culture and language. This bi-yearly, performative arts gathering affords those tribal members living outside of the region the opportunity to return to their tribal lands to rekindle kinship ties and tribal practices. This dissertation focuses on the experience of being Tūhoe, as described by a single participating haka (song and dance) group (Ngāti Haka-Patuheuheu). It identifies how people develop and sustain their individual and collective tribal identity through Māori performing arts and how Te Hui Ahurei ā Tūhoe contributes to the continued transformation of Tūhoe self- determination. In order to focus on the experience of Tūhoe identity, this dissertation poses two major research questions: (1) How is Tūhoe epistemology transmitted/transformed through traditional performing arts? And (2) How does Te Hui Ahurei a Tūhoe sustain tribal identity? Māori-Tūhoe identity is centred on their language and culture; therefore, this research was conducted in a culturally sensitive and community-centred manner. A Kauapapa Māori Research Approach and a Māori Centred research approach enabled the Māori-Tūhoe participants to share their knowledge(s), epistemology, ontology and pedagogy for developing their identity. I examined emerging trends in the development of Tūhoe identity through interviews, focus groups, observations, scholarly literature, and personal experiences. In order to ensure the development and sustainability of Tūhoe identity, it is ii essential for Tūhoe to develop both an individual and collective identity, which will challenge them to develop their knowledge and understanding of how and what Tūhoe identity is. Performing Arts, for Māori-Tūhoe, are an integral component of developing who the Tūhoe are: they enable the transmission/transformation of knowledge(s), create a place to encourage tribal identity, and act as a site of resistance to new forms of colonization. iii TABLE OF CONTENTS ABSTRACT ..................................................................................................................................... ii TABLE OF CONTENTS ............................................................................................................. iv LIST OF TABLES ......................................................................................................................... x LIST OF FIGURES ....................................................................................................................... xiii LIST OF PICTURES ..................................................................................................................... xiv LIST OF MAPS .............................................................................................................................. xv HE KARAKIA ............................................................................................................................... xvi MIHI ........................................................................................................................................... xvii ACKNOWLEDGMENTS .......................................................................................................... xviii DEDICATION .............................................................................................................................. xxi CHAPTER ONE ............................................................................................................................ 1 Staging the Overall Thesis ............................................................................................................. 1 Opening ........................................................................................................................................... 2 Introduction ..................................................................................................................................... 2 1.1 The Role of Te Hui Ahurei a Tūhoe ........................................................................... 3 1.2 Statement of Purpose ..................................................................................................... 4 1.3 Thesis Parameters ........................................................................................................... 4 1.4 Thesis Organization ....................................................................................................... 5 1.5 Situating the Researcher ................................................................................................ 10 1.6 Journeying Forward… ................................................................................................... 14 1.7 The Research Begins… ................................................................................................. 19 1.8 Research Approach ........................................................................................................ 20 1.9 In the “Mist” of Theory ................................................................................................ 22 1.10 Defining Epistemology .................................................................................................. 25 1.11 Māori-Tūhoe Epistemology .......................................................................................... 27 1.12 Defining Ontology ......................................................................................................... 29 1.13 Defining Tikanga Māori (Māori Ontology) ................................................................ 31 1.14 Defining Pedagogy ......................................................................................................... 31 1.15 Defining Ako Māori (Māori Pedagogy)....................................................................... 32 iv 1.16 Performative Praxis ........................................................................................................ 33 1.17 Participating in the Mārae – the Foundations of Knowledge(s) ............................. 34 CHAPTER 2 .................................................................................................................................... 35 Setting the Stage: a Narrative Perspective .................................................................................. 35 Opening .......................................................................................................................................... 36 Introduction ..................................................................................................................................... 36 2.1 Part One: Ko au ko koe – ko koe ko ahau (I am you – and you are me) ............. 37 2.1.1 Whānau (family/extended family) ..................................................................... 37 2.1.2 Hapū (sub-tribe) ................................................................................................... 39 2.1.3 Īwi (tribe) ............................................................................................................... 41 2.1.4 Waka (canoe) ........................................................................................................ 42 2.1.5 Whare Wānanga (house of learning or house of teaching) ............................ 44 2.1.6 Marae (traditional meeting places) ..................................................................... 45 2.1.7 Hui (gathering) ..................................................................................................... 46 2.1.8 Tikanga (principles) ............................................................................................. 47 2.1.9 Kawa (procedures) ............................................................................................... 48 2.1.10 Whānaungatanga (kinship) ................................................................................. 49 2.1.11 Whakapapa (genealogy) ....................................................................................... 49 2.1.12 Te Taiāo (environment) ...................................................................................... 51 2.1.13 Ngā Kōrero Pūrākau (tribal narratives) ............................................................ 53 2.1.14 Te Reo ā Īwi (tribal dialect) ................................................................................ 55 2.2 Part Two: Mā te kōrero ka mōhio, mā te mōhio ka mātau, mā te mātau ka mārama (when we communicate, we know; when we know, we understand; when we understand, we are enlightened) ............................................................................................................................... 58 2.2.1 Empiricism vs. Rationalism ................................................................................ 59 2.2.2 Truth, Belief and Justification
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