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Te Turanga mo Mana 3
No full textThe third of a series of interviews of Peter Cleave in te reo Māori
 
Empowering Voices, Transforming Communities
Get PDFFor Māori academics as a minority group within universities in Aotearoa/New Zealand, the constant struggle to ‘indigenise the academy’ and be agents of change, often becomes overwhelming. This has seen Māori academics look to alternative places to work such as wānanga (tertiary institutions designed specifically to cater for Māori learning needs) because these providers are built on a philosophical framework and a set of core values which reflect a Māori world-view.
Te Ipukarea - The National Māori Language Institute at the Auckland University of Technology, and its relationship with Māori involved in Māori language revitalisation in universities, polytechnics, wānanga, iwi (a tribe and often refers to a large group of people descended from a common ancestor) and community Māori language organisations nationally, has resulted in Māori opting to partner with the Institute because of their commitment to the revitalisation of the Māori language thus defying the silo attitudes of western tertiary providers which are competitive in their design. Therefore, Te Ipukarea, serves as an agent of change within the academy to transforming the academy as well as the communities it serves.
This paper will critically examine the history and work of Te Ipukarea and the establishment of the International Centre of Language Revitalisation which sits inside Te Ipukarea as a space where indigenous epistemologies and world-views are nurtured within the academic realm. The holistic perspective to development and well-being, and the participatory nature of the indigenous community, which includes elders as repositories of knowledge and the transmission of traditional beliefs, values, skills and customs, in their quest to revitalise their language will be discusse
He Rāngai Maomao, He Iti Pioke: Te Mauri o Pūheke
Get PDFThis presentation looks at some of the main pillars of language revitalisation suggested by Fishman et al, and how they can be transposed on to an indigenous platform. With Critical Language Awareness, Status Planning, Acquisition Planning and Implementation being the main pillars; the paper explores how these can be translated in to a Māori model.
As a reference point, I will look at my own two tribes from the northern part of New Zealand. Patukoraha and Te Whanau Moana, who have experienced severe language loss as evidenced by the depleting numbers of speakers of the reo in contexts such as marae, local meeting house, home, community events etc. A language revitalisation strategy is explored as a way to support these hapū to reverse language shift and the decline of competent speakers and return the language to its appropriate and rightful place in the cultural and social place as the essence of Māoritanga, and integral component of cultural identity.
Using both the pillars and Mātāpono Māori, Māori principles of Rangatiratanga, ownership, Whanaungatanga, kinship ties, Kaitiakitanga, guardianship, and Rāhu/Takwai, reservations, and with a base grounded in Whakapapa, genealogical ties, the symbolic nature of a Wheke, octopus (a local guardian totem) was drawn forth. With each arm representing a particular facet, this symbolism, exposes the fundamental aspect that each arm moves independently, but ultimately all ensure the survival of the octopus, relating to the proverb: “one hand washes the other, both wash the face”
The Mediation of Tikanga in Haka Competition
Get PDFHaka competition is an environment that encourages revitalisation and development of cultural performance but it can also challenge iwi cultural norms. This paper explores the tension that exists when iwi cultural norms are mediated for competition sake and the impact that this can have on tutors, performers and judges alike
Ma'afu's word is in the hills - What is a Noble's role in a democratised Tonga?
Get PDFThis paper explores the tensions played out between social groups in the Kingdom of Tonga and its overseas settlements, in relation to the democratisation of the homeland state. Ethnographic detail pays attention to how the nobility – Tonga’s landed gentry – are responding to criticism that traditional leadership needs to politically reform
Utilising the linguistic knowledge of the speech community
Get PDFThreatened language groups worldwide have experienced language loss due to official language policies of the state, including forced assimilation. A number of these populations are attempting to aid the revitalisation efforts of their traditional languages by implementing mother-tongue medium education revitalisation programmes within the framework of the formal education system. This research examines the use of intergenerational language transfer as an instructional tool within the formal education language revitalisation programmes of Aotearoa New Zealand. Compelling the researcher to pursue this topic is the apparent lack of cross-generational interaction in schools (grandparents/community members involved in the learning process) regardless of the population served, combined with need for fluent speakers of threatened languages to aid in further language revitalisation. Through a predominantly qualitative research approach this research investigates how many language revitalisation programmes within formal education classrooms in Aotearoa/ New Zealand utilise the linguistic knowledge held by the native speaker community, in particular members of the grandparent generation to impart their knowledge and work with the students. It examines how this method is utilised, or if it is not utilised, why this is the case. In addition to the collection of preliminary pedagogical demographic data from schools, interviews with Kaumatua and classroom teachers, and case study observation of classrooms, provide further depth to this research. 
Kia Whai Reo Te Wao
Get PDFThe traditional domains in which the Maori language has been able to flourish or even survive have been severely reduced as a result of colonisation and associated language loss. The breakdown of traditional Maori communities and the economic and social pressures experienced by Maori have all contributed to our language decline as our people increasingly left their traditional communities for the urban centres in the hope of securing a better existence for them and their whanau. This move away from papakainga combined with the restrictions upon access to traditional mahinga kai (food gathering places) has meant the domain of te taiao (the environment) and associated language around the hunting and gathering practices of our tupuna (ancestors )are now held by a declining number of repositories of the reo. Furthermore advances in technology, techniques and equipment used in the modern harvest of wild foods have occurred faster than the evolution of the language.
The survival of the language and transmission of its knowledge now requires collaboration between those with knowledge of the language and those engaged in the environment. This will enable the development of vocabulary to keep up with the changes while maintaining the traditional knowledge base and perspective. This paper aims to examine methods of collaborating those with the specific knowledge of each field in an effort to regenerate the usage of the language in the domain from which it finds reference
Koowhiti
Get PDFThis Special Collection of essays, photographs and links is a consideration of Maori Contemporarydance. The examples chosen from this field are two performances of Koowhiti, a festival of contemporary Maori dance in Wellington in 2010 and 2011. Following the description of these events there are a series of essays on some of the contributors. These include Dance Biographies of the principals in Koowhiti Productions, a discussion of aerial dance, an article on dance education and a consideration of Maaui as portrayed in Maori contemporary dance. There is a brief introduction and some concluding comments but the seven articles in between stand as independent works