title: Te Mauri o te Kaitiaki - Exploring Te Ao Māori in environmental relations and kaitiakitanga  in Aotearoa New Zealand

authors: Wareka, Mona-Lisa

subjects: Te Ao Māori

abstract: Indigenous environmental empowerment is on the rise as humans look at ways to slow the adverse effects of anthropogenic environmental degradation. In the context of Aotearoa New Zealand, the concept and practice of ‘kaitiaki’ and ‘kaitiakitanga’, respectfully, play a significant role in the co-existence of Māori with the natural world. Previous research shows the innate connections and responsibilities encompassed in being kaitiaki which extend beyond the human element to encompass nonhumans and spiritual manifestations. This research aims to illustrate how Māori use cultural values, concepts and practices in local-level conservational practices through ethnographic research in Matapōuri. I investigate the conflicts and convergences of a rāhui recently placed on two cultural significant areas to the local hapū, and through this, I analyse the practical and spiritual application of kaitiakitanga. Based on this ethnography, I discuss a model for relating environmental degradation with the wellbeing of Māori within Aotearoa New Zealand today. Here, I wish to highlight the ecological and cultural threats present from continuing in the current system. Lastly, I argue that the assertion of kaitiakitanga at the local-level is also an assertion of Indigenous autonomy for Māori and the environment.

text: Te Mauri o te Kaitiaki - Exploring Te Ao Māori in environmental relations and kaitiakitanga  in Aotearoa New Zealand Indigenous environmental empowerment is on the rise as humans look at ways to slow the adverse effects of anthropogenic environmental degradation. In the context of Aotearoa New Zealand, the concept and practice of ‘kaitiaki’ and ‘kaitiakitanga’, respectfully, play a significant role in the co-existence of Māori with the natural world. Previous research shows the innate connections and responsibilities encompassed in being kaitiaki which extend beyond the human element to encompass nonhumans and spiritual manifestations. This research aims to illustrate how Māori use cultural values, concepts and practices in local-level conservational practices through ethnographic research in Matapōuri. I investigate the conflicts and convergences of a rāhui recently placed on two cultural significant areas to the local hapū, and through this, I analyse the practical and spiritual application of kaitiakitanga. Based on this ethnography, I discuss a model for relating environmental degradation with the wellbeing of Māori within Aotearoa New Zealand today. Here, I wish to highlight the ecological and cultural threats present from continuing in the current system. Lastly, I argue that the assertion of kaitiakitanga at the local-level is also an assertion of Indigenous autonomy for Māori and the environment.

year: 2020

title: Tariao Whitiwhitiora

authors: Totorewa, Te Oko Horoi

abstract: I te tau 1875 i tiihooka tahi atu a Kiingi Taawhiao ki Taranaki ka tau ki mua ki te aroaro o Te Uahaumeene. Matua raa ko te rongomau me te rangimaaria, te kotahitanga me te aroha o teetehi ki teetehi maa roto mai i te whakapono ki te atua te whaainga i haere ai ia.

Ka tutuki i a Kiingi Taawhiao te rongomau me te rangimaaria, te kotahitanga me te aroha o teetehi ki teetehi maa te whakakotahi i ngaa ngaa koorero, ngaa hiitori, ngaa whakapapa, ngaa maataapono mai o te taioretanga o ngoo taatou tuupuna ka toopuuria ki te whakapono Tariao.

He whakapono teenei i whakaorangia e ia, e Kiingi Taawhiao maa roto mai i te tongikura, “E Ua, e toru ngaa taonga kei te kapu o taku ringa, ko te Mihinare, ko te Katorika me te Weteriana. Homai taau ka whaa. Kopi katoa ngeenei taonga i au ki te kapu o taku ringa, ka puta ko te Paimaarire.” Ko te whakapono Tariao me ngaa karakia Paimaarie ka hikitia, ka haapaingia tonu e maatou ngaa mangainga, ngaa kaiwhakapuumau i te Kiingitanga inaa raa koia teenei te whakapono matua moo te Kiingitanga.

I teenei tuhinga whakapae ko te whakapono Tariao te taahuhu o ngaa koorero. I konei ngahere mai ai te kaupapa matua o teenei tuhinga.

“He kura Tariao he kura whakapapa, te herenga ki te whakaoranga o Waikato tangata”

Ko teenei kaupapa ka whakarukuhia maa te rangahau i te ahunga mai o te maatauranga kei aa teenei whakapono i whea. Ka rangahautia ko te whakapaparanga o Kiingi Taawhiao mai i te Kore, ki a Rangi raaua ko Papa heke iho mai ki a Hoturoa, aa, ka tau ki a ia ki a Kiingi Taawhiao inaa raa, ko ngeenei momo he mea e tauiratia ana ki roto ki ngaa karakia, ki ngaa Kura kei teenei whakapono.

Ka hereherea ko Te Uahaumeene ki koneki naa, ki ngaa koorero e kitea ai maa whea i puaawai mai ai te Tariao me ngaa karakia Paimaarire. Ko te Kiingitanga me ngaana pehonga kaupapa e taapae atu ana ki te oranga o teenei whakapono maa te whakamahi i teenei whakapono teeraa ka waahia. Taea noatia ki te puutakenga mai o te whakapono ake, ngoonaa koorero, ngoona tuuranga, ngoona karakia, ngoona kura, ngoona whakamaaramatanga, tau iho mai ki te reo
 
tupuna o roto. Ko ngaa aupiki me ngaa auheke, te whakaraakeiora hoki i waatea mai, i whaipaanga atu ki te whakapono Tariao ka whakamaaramahia. Ka whakamutua atu me te taatari i ngaa putanga ka puta e kite ake ai me he herenga too teenei whakapono ki te whakaoranga o Waikato tangata.

text: Tariao Whitiwhitiora I te tau 1875 i tiihooka tahi atu a Kiingi Taawhiao ki Taranaki ka tau ki mua ki te aroaro o Te Uahaumeene. Matua raa ko te rongomau me te rangimaaria, te kotahitanga me te aroha o teetehi ki teetehi maa roto mai i te whakapono ki te atua te whaainga i haere ai ia.

Ka tutuki i a Kiingi Taawhiao te rongomau me te rangimaaria, te kotahitanga me te aroha o teetehi ki teetehi maa te whakakotahi i ngaa ngaa koorero, ngaa hiitori, ngaa whakapapa, ngaa maataapono mai o te taioretanga o ngoo taatou tuupuna ka toopuuria ki te whakapono Tariao.

He whakapono teenei i whakaorangia e ia, e Kiingi Taawhiao maa roto mai i te tongikura, “E Ua, e toru ngaa taonga kei te kapu o taku ringa, ko te Mihinare, ko te Katorika me te Weteriana. Homai taau ka whaa. Kopi katoa ngeenei taonga i au ki te kapu o taku ringa, ka puta ko te Paimaarire.” Ko te whakapono Tariao me ngaa karakia Paimaarie ka hikitia, ka haapaingia tonu e maatou ngaa mangainga, ngaa kaiwhakapuumau i te Kiingitanga inaa raa koia teenei te whakapono matua moo te Kiingitanga.

I teenei tuhinga whakapae ko te whakapono Tariao te taahuhu o ngaa koorero. I konei ngahere mai ai te kaupapa matua o teenei tuhinga.

“He kura Tariao he kura whakapapa, te herenga ki te whakaoranga o Waikato tangata”

Ko teenei kaupapa ka whakarukuhia maa te rangahau i te ahunga mai o te maatauranga kei aa teenei whakapono i whea. Ka rangahautia ko te whakapaparanga o Kiingi Taawhiao mai i te Kore, ki a Rangi raaua ko Papa heke iho mai ki a Hoturoa, aa, ka tau ki a ia ki a Kiingi Taawhiao inaa raa, ko ngeenei momo he mea e tauiratia ana ki roto ki ngaa karakia, ki ngaa Kura kei teenei whakapono.

Ka hereherea ko Te Uahaumeene ki koneki naa, ki ngaa koorero e kitea ai maa whea i puaawai mai ai te Tariao me ngaa karakia Paimaarire. Ko te Kiingitanga me ngaana pehonga kaupapa e taapae atu ana ki te oranga o teenei whakapono maa te whakamahi i teenei whakapono teeraa ka waahia. Taea noatia ki te puutakenga mai o te whakapono ake, ngoonaa koorero, ngoona tuuranga, ngoona karakia, ngoona kura, ngoona whakamaaramatanga, tau iho mai ki te reo
 
tupuna o roto. Ko ngaa aupiki me ngaa auheke, te whakaraakeiora hoki i waatea mai, i whaipaanga atu ki te whakapono Tariao ka whakamaaramahia. Ka whakamutua atu me te taatari i ngaa putanga ka puta e kite ake ai me he herenga too teenei whakapono ki te whakaoranga o Waikato tangata.

year: 2022

title: Tension and challenge in collaborative school-university research.

authors: Fraser, Deborah

subjects: education

abstract: Collaborative university and school research projects are inevitably labour intensive endeavours that require the careful negotiation of trust and the joint critique of current practice. While this raises tension it can also build generative communities of inquiry that enhance both theory and practice. This article refers to an arts project undertaken in eight primary schools between university staff and generalist teacher co-researchers, focusing on children's idea development in dance, drama, music and visual art. The two-year project is briefly outlined and some issues that arise in school research are explored. There were issues related to insider-outsider tensions, the familiarity all project members have with classrooms, and the associated difficulties with reconceptualising how things might be done. While there are many strengths in collaborative research, there are also tensions. Some of the tensions outlined in this paper include: the need to exercise healthy scepticism alongside interest in the arts; the different cultures of schools and universities and how these influence research; and issues of risk and trust, which are both sensitive areas of ongoing negotiation. These issues and paradoxes in collaborative research are considered alongside particular processes that build school and university partnerships.

text: Tension and challenge in collaborative school-university research. Collaborative university and school research projects are inevitably labour intensive endeavours that require the careful negotiation of trust and the joint critique of current practice. While this raises tension it can also build generative communities of inquiry that enhance both theory and practice. This article refers to an arts project undertaken in eight primary schools between university staff and generalist teacher co-researchers, focusing on children's idea development in dance, drama, music and visual art. The two-year project is briefly outlined and some issues that arise in school research are explored. There were issues related to insider-outsider tensions, the familiarity all project members have with classrooms, and the associated difficulties with reconceptualising how things might be done. While there are many strengths in collaborative research, there are also tensions. Some of the tensions outlined in this paper include: the need to exercise healthy scepticism alongside interest in the arts; the different cultures of schools and universities and how these influence research; and issues of risk and trust, which are both sensitive areas of ongoing negotiation. These issues and paradoxes in collaborative research are considered alongside particular processes that build school and university partnerships.

year: 2010