Presentation by Neville King Mā te mātau ka ora ai tātou katoa. Deeper understanding will lead us to a place of well-being. Tuia te Ako Conference 2013 Te Wānanga o Raukawa Presentation by Neville King 9 Paenga-wha-wha

Supporting Iwi to …….. advance their aspirations advance their Mātauranga be a crucial part in the curriculum design and delivery process realise how important they are to shaping education In terms of growing the Māori continuum to assist the survival and well-being of Māori.

Because Aunty Te Pora said so…… and Uncle Putu said “hurry up boy….” ……..and I said sweet!!!

Te Arawa are asset rich….. Concern…… Te Arawa are asset rich….. Treaty Settlement

People poor…… Significant number of Te Arawa youth entering tertiary education at lower levels Low numbers of Te Arawa employed on the land mainly as labourers and graduating with lower level qualifications and angst at the increasing number of Te Arawa heading to Australia

Intervention required After heaps of hui….. Iwi Taratahi TWoA Intervention required

Waiariki Agricultural Collaboration (WAC) MOU signed Feb 2011 Building Participation and Success for Māori Learners in Underrepresented Areas of Tertiary Education. Increasing the number of Māori Youth moving successfully from school into tertiary education Collaboration to bring together three Māori Trusts/Incorporations within the iwi of Ngāti Pikiao and two tertiary organisations. Provided the opportunity to tutu

Ngā Tutu Taster Programmes Total of 18 participants range of ages 15 – 19 16/18 were male 100% were Māori; 100% were Te Arawa

Tūhonohono - connectedness and bindings whakapapa relationships, negotiating tensions at the outset. Tū māori mai– Ka mohio au i ahau ano Āta haere- respectful interaction, balanced thinking, backwards to go forwards Ka haere tonu te awhiawhi - Being in relationship brings new and enduring responsibilities Mauri tau - he mana, he tapu tōu - respect your mauri Spiritual and physical wellbeing, calmness Dr Edwards, S (2011)

A strong, values based, collective, ensures that we: Are culturally responsive – reo, tikanga, āhuatanga Māori Are inclusive, engaging & responsive to cultural, social and economic context Have a strong focus on pastoral care Are open to trying new approaches to meet needs Have an expectation of success Have strong relationships – with students, whānau , iwi and community Have engagement inside and outside of the classroom

He reo anō tō te rangatahi employment, making money were key motivators saw teachers as those that spoke ‘at you’ rather than ‘too you’ education and gaining qualifications was seen as important said they were more likely to listen, to learn and to respect a tutor, more so than they would with a teacher. Learning was fun and enjoyable.

Observing them within a context Observing the teaching within that context Reflecting with our rangatahi on their experiences Sharing those learnings with koeke, the Trusts and Taratahi. Incorporating all our learnings into a programme that aligned to all that we had experienced

Taumata Raukura Rangatiratanga Whakapapa, Whenua, Leadership of oneself Tuhonohono Relationships, whakapapa, industry, community Mauitanga Creativity and innovation and the application of skills across a range of context We are quite clear that we wish our graduates to move from positions of being the workforce to employing the workforce.

He koha hei tuia te AKO When curriculum design is Māori centered the pakeha knowledge becomes the add on. Thinking and doing in an iwi context can provide (k)new places and spaces. - Dr Edwards, S (2011) If you always do what your always done…. Analogy. So challenge not only the western dominant paradigms of the academy but our own. Its hard work working alongside your own. We must work with and alongside Iwi not in isolation of.