Te Whakakāinga Haere I Te Mana O Ngā Taonga Tuku Iho O Ngāti Mākoro
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Te whakakāinga haere i te mana o ngā taonga tuku iho o Ngāti Mākoro: To honour Ngāti Mākoro social cultural knowledge practices, thus encouraging future generations to participate. Poihakena Wiremu Tipuna A thesis submitted to the Auckland University of Technology in partial fulfilment of the requirement for the degree of Master of Arts, Māori Development (MA) 2014 Te Ara Poutama Abstract This thesis examines the relationship that the whānau (family) Tipuna, of the hapū (sub-tribe) Ngāti Mākoro, Whetu Mārama Marae, which is of the iwi (people) Ngāti Kahungunu ki te Wairoa, has with their social cultural knowledge. This study examines the whānau Tipuna social-cultural practices, which reflect the processes of inter-generational knowledge transmission. These inter-generational knowledge transmission mechanisms provide a template to the practical application of Ngāti Mākoro processes pertaining to the art of toitoi tuna, toi tuna, hī tuna (eel bobbing, eel fishing). An indigenous framework of inter-generational knowledge transmission, using Māori metaphoric symbols and the history of a whakatauākī (proverbial saying of which the author is known) attributed to Tama-te-rangi is developed to provide an understanding into the thinking processes of our tīpuna (ancestors). This thesis will assist Ngāti Mākoro descendants with their understanding of the important responsibility they have to look after the knowledge of their tīpuna (ancestors). A kaupapa (theme) Māori research methodology is used as it reflects Māori philosophical investigative skills, values, beliefs and knowledge. The methodology for this study will be interactive in terms of the tuna fishing practices shared in and experienced within the whānau from the researcher’s perspective, as a participant observer not just an observer. Ngāti Mākoro epistemology will also be included in the methodology when researching Ngāti Mākoro tuna fishing practices. The validation of Ngāti Mākoro ways of thinking will provide for the whānau the endorsement to their young people that the knowledge thinking processes of their tīpuna has the ability to hold its own status in the world of academic knowledge. i Contents Abstract ........................................................................................................................ i Contents ...................................................................................................................... ii Table of Figures and Illustrations ........................................................................... vi Attestation of Authorship ......................................................................................... ix He Mihi - Acknowledgements ................................................................................... x Chapter One: Part of one’s own Case Study- The Contextualisation of the Thesis ........................................................................................................................... 1 Thesis Introduction ................................................................................................ 1 Ngā pātai o te rangahau - Research Questions ...................................................... 2 My research journey - Contextual framework ....................................................... 3 Āhuatanga o te Whānau - Concept and importance of family .............................. 5 Whanaungatanga - Family relationships ............................................................... 7 Te mātauranga - Education, schooling system .................................................... 12 Te pāwharatanga o taku wairua - My life violently torn apart ............................ 14 Kua ngaro ki te motu - Disenfranchised .............................................................. 16 Kua rapu ki te wāhi kei te ngaro - The search for a better life ............................ 18 He hokinga ki te mātauranga, hei rapu i te taonga - The return journey to the knowledge of my family ...................................................................................... 19 Te whakatakotoranga o te tuhinga whakapae - Thesis Structure ........................ 21 Chapter Two: Kaupapa Māori Research Methodology ....................................... 27 Introduction ......................................................................................................... 27 Kua rapu haere te whānau me te hapū Māori – Māori taking charge of their own research ................................................................................................................ 30 Perception of tangata whenua .............................................................................. 31 Developing Kaupapa Māori Research ................................................................. 36 A closer look at Kaupapa Māori and Māori-centred Research ........................... 38 ii Māori ways of doing ............................................................................................ 39 Auto-ethnographic Approach .............................................................................. 40 One’s own case study within the participatory model ......................................... 41 Kōrero Pūrākau - Collaborative Storytelling ....................................................... 42 Ngā tukunga iho - The results ............................................................................. 43 The freeing of the Māori thinking processes ....................................................... 45 Issues related to participant/me-searcher ............................................................. 46 Summary .............................................................................................................. 46 Chapter Three: Understanding of the Literature ................................................. 49 Introduction ......................................................................................................... 49 Transmission in cultural context ......................................................................... 50 Effects and advancement of the technological changes in society ...................... 52 Tātari Mātātuhi - Analysis of the literature ......................................................... 53 Community organisation – demographic change ................................................ 56 Impact of Christianity .......................................................................................... 60 Mātauranga tuku iho - Knowledge passed on ..................................................... 62 Models of inter-generational knowledge transmission ........................................ 66 A Māori education Model by Dr Rose Pere ........................................................ 68 Te Pāharakeke model .......................................................................................... 70 Rangihau’s conceptual model of the Māori world view...................................... 73 Rangatiratanga – Self-determination ................................................................... 75 Kaitiakitanga - Guardianship ............................................................................... 77 Kia manawanui – Be steadfast and determined ................................................... 80 Kahungunu ki te Wairoa, arā, Ngāti Mākoro kaitiakitanga ................................. 81 Eel statistics ......................................................................................................... 82 Conflict - Local Māori knowledge versus Western ............................................. 84 Taonga tuku iho ................................................................................................... 85 iii Summary .............................................................................................................. 86 Chapter Four: Te kawau rerenga - creative variation of thought Inter- generational knowledge transmission model ......................................................... 88 Whakapapa ki te wai - Relationship to the river ................................................. 91 Te kōrero pūrākau o te whakatauākī - History of the proverbial saying ............. 95 Impact of anthropological historians on mana wahine ........................................ 97 Exploration of Te Korowai Kaiwhatu model ...................................................... 99 Te whatu o te korowai – construction ............................................................... 101 He Kaiwhatu - the weaver of the whenu and the aho ........................................ 102 Te Tāniko – The border ..................................................................................... 103 Te Here – The cord, the bindings ...................................................................... 103 The patterning of the feathers ............................................................................ 103 The completed korowai ..................................................................................... 104 Outside observer recordings of Māori eeling techniques .................................. 105 Hīnaki tukutuku – eel trap ................................................................................. 106 Rapu tuna - Feeling for eels ............................................................................... 106 Rama matarau tuna - Spot lighting and spearing ............................................... 107 Hūpai tuna and Patu tuna - Eel striking or stunning .........................................