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http://researchcommons.waikato.ac.nz/ Research Commons at the University of Waikato Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate. You will obtain the author’s permission before publishing any material from the thesis. Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at The University of Waikato by PAUL WOLLER 2016 ii Abstract Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes. These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005). This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism. At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success. iii He Karakia He hōnore, he korōria ki te Atua He maungārongo ki te whenua He whakaaro pai ki ngā tāngata katoa Hangā e te Atua he ngākau hou Ki roto, ki tēnā, ki tēnā o mātou Whakatōngia to wairua tapu Hei awhina, hei tohutohu i a mātou i roto i a mātou mahi katoa He poroporoaki E po, e po E tangi tonu ana te po E heke, e heke E heke tonu ana te roimata me te hūpe. Ahakoa kua rere atu ki rerenga wairua Ahakoa kua hoki atu koutou ki te tini o te mano Kei roto i te hinengaro tonu koutou Haere, haere, haere atu ra iv Acknowledgements Nōku te tūranga, nō koutou te mana Mine is the position, yours is the prestige Ngā mihi aroha ki a koutou, o Ngāi Tamarāwaho, koutou kua āwhina, koutou kua tautoko tēnei mahi rangahau. As the story teller I have brought myself and my research to this telling but the stories belong to Ngāi Tamarāwaho and I have been able to tell these stories only because of what has been shared with me, over many years, by numerous individuals from the hapū. I owe a debt of gratitude to those many individuals and groups, including Huria Trust, who I have interviewed, questioned and held discussions with over the years, thank you. This research is truly the work of many and would never have been completed without your support. Much appreciation is also due to my supervisors Associate Professor Mere Berryman and Emeritus Professor Ted Glynn who have guided and supported this research. A special thanks and aroha to my wife who has patiently listened to my complaints, read and given feedback on draft chapters and endured my messy office on our kitchen table. He mihi nui ki a koutou katoa. v Contents Abstract .................................................................................................................................................. iii He Karakia ............................................................................................................................................. iv He poroporoaki....................................................................................................................................... iv Acknowledgements ................................................................................................................................. v Contents ................................................................................................................................................. vi List of Tables ........................................................................................................................................ x List of Figures ...................................................................................................................................... x Introduction ............................................................................................................................................ 2 The Hūria Trust .................................................................................................................................... 3 Cultural understandings and identity.................................................................................................. 5 Mana, mana whenua and mana motuhake ........................................................................................ 6 Kopurererua ki Waikareao .................................................................................................................. 7 Taurikura ......................................................................................................................................... 7 Mauao and the Battle of the Kokowai ............................................................................................ 8 Ngāi Tamarāwaho and Colonisation ............................................................................................... 9 Raupatu: Land Wars and land confiscations ................................................................................... 9 The Treaty of Waitangi and the Waitangi Tribunal ....................................................................... 12 Chapter 1: E kore koe e ngaro, he kākano i ruia mai i Rangiātea ......................................................... 17 The Polynesian Heritage ................................................................................................................ 17 Mātauranga Māori (Māori knowledge and philosophy): A Māori world-view ................................. 18 The source of knowledge .............................................................................................................. 19 Myth messages: conveying mana ................................................................................................. 19 Whakapapa manaakitanga and whanaungatanga ............................................................................ 21 The Missionaries, literacy and Christianity ................................................................................... 22 Māori Pākehā relationships and the process of colonisation ....................................................... 23 Engaging in Education ....................................................................................................................... 23 Native Schools 1867 - 1969 ............................................................................................................... 24 Power imbalances in education and the impacts on Māori children ............................................... 26 Racial bias in education and intergenerational disparities ............................................................... 27 Racial bias in the community ............................................................................................................ 29 The impact of education on identity ................................................................................................. 30 The intercultural interface ................................................................................................................ 31 Summary ..........................................................................................................................................

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