Ngāti Whakaue Iho Ake

357 Pages·2014·1.87 MB·English

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

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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

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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

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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.

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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.

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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.

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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.

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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.
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