Engaging with Kura Māori This workshop aims to enlighten and encourage the New Zealand Health Promoting Schools (HPS) workforce, to engage and build relationships with Kura Māori by… 1.being aware of the different types of Kura Māori 2.having an insight into how to build meaningful relationships with Kura Māori I’ve also presented this at 2014 National Symposia and also a Webinar in May 2015

What is a Kura Māori?  a Kura Kaupapa Māori?  a Kura ā Iwi?  a Māori-medium school?  a Dual-medium school?  a English-medium school with a Māori class?  a Special Character school?

Kura Kaupapa Māori (Sect.155)  Kura Kaupapa Māori are Māori-language immersion schools under Sect.155 of the Education Act  All schools under Section 155 are all governed by ‘Te Runanganui o ngā Kura Kaupapa Māori o Aotearoa’  Core business: Revitalisation of Māori language, knowledge and culture.  Curriculum & Charter principles: Te Aho Matua

Te Aho Matua (Sect.155) Te Aho Matua are the principles Kura Kaupapa Māori are required to adhere to. Te Aho Matua has six sections: 1. Te Ira Tangata: The human essence 2. Te Reo: Language 3. Ngā Iwi: People 4. Te Ao: The world 5. Āhuatanga Ako: Circumstances of learning 6. Ngā Tino Uarātanga: Essential values

Kura ā Iwi Ngā Kura ā Iwi o Aotearoa Inc is a constituted body that represents and supports tribal Māori-medium schools who volunteer to affiliate to this organisation. Revitalisation of Tribal language, knowledge and culture. Some criteria:  Commitment to the fulfillment of the constitution.  Endorsement / Approval from Iwi Runanga  Approval by the Kura-a-Iwi governance roopu Te Maru  If TKKM (Sect.155), need Te Runanganui endorsement

A Māori-medium School?  Is a school where all students are recorded as enrolled in ‘Māori-medium education’  Māori-medium education is where students are taught all or some curriculum subjects in the Māori language for more than 50% of the time  Curriculum: Te Marautanga o Aotearoa (Levels 1 or 2) ─ or Te Aho Matua (Sect.155)  An Immersion school is where students are taught through Māori language for more than 80% of the time

A Dual-medium School?  Where some students are recorded as enrolled in ‘Māori- medium education’ (taught more than 50% of the time)  A school running two separate national curriculums within the one school ─ The New Zealand curriculum ─ Te Marautanga o Aotearoa (the national curriculum for Māori-medium schools, excluding TKKM Sect.155).

A School with a Māori class? English-medium school (mainstream school)  With some students who are learning Te Reo Māori as a language subject, or taught the curriculum in the Māori language for up to 50% of the time Level 5 (<3hrs per week) New Zealand Curriculum Level 4b (at least 3hrs) New Zealand Curriculum Level 4 (12-30%) New Zealand Curriculum Level 3 (31-50%)New Zealand Curriculum Level 2 (51-80%) Te Marautanga o Aotearoa Level 1 (81-100%) Te Marautanga o Aotearoa

Special Character School  All schools under Section 156 are Designated Character schools.  A Designated Character school is a state school that has a particular character which sets it apart from ordinary state schools and Kura Kaupapa Māori (Sect.155).  Most Māori-medium schools are Designated Character schools  Designated Character schools are commonly referred to as Special Character schools

“The most effective way to engage with Māori is by investing in relationships with Māori – rather than by making the task of engagement the focus of investment” Te Puni Kōkiri (TPK) TPK: The Ministry of Māori Development, the principal advisor on Government-Māori relationships

The Relationship Account Deposits Withdrawals Positive experiences Bad experiences Trust Lack of trust Confidence Lack of confidence

Principles to guide engagement Aroha ki te Tangata: Is the expression of genuine love and respect for people and the importance of allowing people to define their own space and to meet on their own terms. Kanohi kitea: The importance of meeting people face to face. Titiro, Whakarongo; Kōrero: The importance of looking and listening so that you develop understandings and find a place from which to speak.

Principles to guide engagement Kaua e māhaki / Kia ngākau māhaki: Be humble in your approach; do not flaunt your knowledge. This is about sharing knowledge and using our skills and/or qualifications to benefit our community. Kaua e takahia te Mana o te Tangata: Means “Do not trample the mana of the people”. This is about sounding out ideas with people, about disseminating any research findings, and about community feedback that keeps people informed, updated and involved. Kia Tūpato: Being politically astute, culturally safe and reflexive about insider/outsider status.

The Relationship Account My Own Experiences:  share who you are and where are you from  base you conversation around what they need  increase your own knowledge of culture, customs and language (especially Te Reo pronunciation)  he kanohi kitea / be the face seen  personalise relationships  drop off resources, forward beneficial s  don’t push or try to hurry the HPS process  take food as a positive gesture with initial meetings

Overall Recommendations  find out what type of Kura they are  find out iwi / hapū alignment and/or philosophies  find out if there are any protocols you need to know  find out if there are any Kaupapa Māori processes, policies or support from your workplace  further develop your knowledge and understanding of Māori culture, language and customs  invest and make ‘deposits’ to enable the building of meaningful long term relationships  find out what they want / what are their needs

“By adopting a focus on relationships HPS advisors are likely to build a better understanding of Kura Māori perspectives, and as a result will be better informed when providing advice and delivering services that accommodate Kura Māori aspirations.” (Huaki 2014)