title: Kapa Haka Whakataetae Kua tini haere te kanohi o te mahi kapa haka i te ao hurihuri nei.

authors: Rollo, Te Manaaroha Pirihira

subjects: Kapa Haka

abstract: Tihei Haka! Mauriora Kapa haka (Rollo, 2006)
Ka tū te ihiihi, ka tū te wanawana o te hunga i ngā hui whakataetae kapa haka o te motu. He hui rongonui i te maramataka a te Māori ia tau ia tau, ā, he hui whakahirahira anō mō rātou mā i whakawhiti mai i tāwahi rā hoki. Mā te mahi a te kapa haka ka whakaari ngā rōpū haka i ngā mahi nō nehe rā me ngā mahi hou o te ao onāianei. Ahakoa te āhuatanga o te mahi, he taonga tuku iho nā rātou mā kua mene ki te pō.  Moe mai rā e te kāhui o ngā whetu i te pō, moe mai i te Ariki o te rangi. 

I tēnei tuhinga, e āta titiro ana 'hau ki ngā mahi hou me te āhuatanga hou kei ngā rōpū haka i te whakataetae-a-motu, arā Te Matatini me ētahi atu momo whakataetae i Aotearoa, tāpiri mai hoki ērā kei Te Moana nui a Kiwa. Ko te ingoa matua o tēnei tuhinga,  KAPA HAKA WHAKATAETAE. Kua tīni haere te kanohi o te mahi kapa haka i te ao hurihuri nei .
No reira, ko te tino pātai kei tēnei rangahau ko tērā. He aha ngā mahi hou kei te kapa haka whakataetae? Nā he hua anō hoki kei reira? Ka hāngaia tonu e te tuhinga nei  ngā hui whakataetae kapa haka mai i te tau 1972 tae noa ki te tau 2006.

Ngā ūpoko o te tuhinga whakapae
E whā ngā wāhanga ūpoko o tēnei tuhinga whakapae. Mā ngā ūpoko katoa ka kitea ai ngā momo kaupapa ake e hāngai pū ana ki te kaupapa mō te whakataetae kapa haka me ōna āhuatanga hou. He mahi whakahirahira tāku ki te whakatakoto i ngā kōrero, i ngā whakaaro, i ngā mātauranga o tēnā tangata mōhio, o tēnā tangata mātau ki roto i ngā whare māramatanga, arā ngā  wāhanga wēnā,  hei mātauranga hou mō te ao katoa.

I te ūpoko tuatahi, ka anga te titiro ki ngā whakamāramatanga o ngā tikanga-a-iwi e pā ana ki te  tūturutanga me te ao o te kapa haka. Mā wēnei whakamāramatanga hei awhi i a 'hau i taku rangahau ki te mahi onāianei o te whakataetae kapa haka. Ka whai mātauranga 'hau mō ngā tikanga o ngā kupu e rua. Ko ēnei ko te kupu  haka  te tuatahi, ā, ko te kupu  kapa haka  te tuarua. He aha ngā rerekētanga me te ōritenga o wēnei kupu rongonui? Ka anga whakamua ki ngā tūmanako me ngā ritenga o te whakataetae kapa haka a te motu mai i te New Zealand Polynesian Festival tae atu ki Te Matatini. Ko te whāinga mutunga o tēnei wāhanga, ka hoki whakanui ki te whakataetae-a-motu mai i te tau 1972 tae noa atu ki te tau 2006.

Ko te ūpoko tuarua, ka whakatakoto e 'hau ngā whakautu o ngā patapātai mai i ngā rārangi kōrero me ngā whakaaro whānui i whakahokia mai e ngā tāngata o ngā rōpū haka e whā, arā, Te Rōpū Haka o Te Kotahitanga, Ngāti Poneke Young Māori Club, ko Te Waihīrere, ā, huri atu ki Te Pou a Mangatāwhiri hoki, he rōpū i whakatūhia anō i te tau 2005. I tēnei wāhanga ka kitea ngā kōrero ātaahua, ngā mātauranga tūturu me ngā whakaaro hōhonu o ngā kaiako me ngā tāngata e tautoko ana i taku mahi kimi mātauranga.  Nā rātou ka ohorere, ka mirimiri hoki i tōku hinengaro ki ngā māramatanga hou. He tika anō te kupu ā  Pā Henare Tate nō Ngapuhi nui tonu e kī ana,  Mā te whakaatu, ka mōhio, mā te mōhio, ka mārama, mā te mārama, ka mātau, mā te mātau, ka ora   (Barlow 1991)

I te ūpoko tuatoru he whakaaturanga tēnei o āku tirohanga ki ngā āhua rerekē me ngā mahi hou i roto i ngā rōpū haka i runga i te ātamira o te whakataetae, i roto hoki i te mura o te ahi o te whakataetae. Kua tuhituhi au i ngā momo āhuatanga e pā ana ki  te taha o te kanikani, te mahi-a-korikori me ngā mahi katoa i runga i te atamira. Ahakoa iti ko tētahi atu wahanga o ērā kōrero e pā ana ki te pūoro me ōna mana kua puta i konei. Ka huri taku tuhinga ki te taha o te reo waiata, te toi whakaari me te whakaataata o ngā mahi a te Rēhia. I konei ka titiro ki te tāmoko, te pani kanohi me te pani tinana, arā he mahi hou katoa. Ko te wahanga mutunga e pā ana ki te reo Māori me te tito waiata hoki. Ahakoa he maha ngā āhuatanga, ko ngā tuhinga nei mō ia āhuatanga kia kitea ai ngā rerekēnga me ngā mahi hou i te whakataetae kapa haka o te ao Māori. No reira te nuinga engari ko wētahi i whakaurua mai i ētahi atu iwi ō tāwahi.       

Ko te ūpoko whakamutunga, ka hāngai taku titiro ki te ao o te whakataetae, arā, ki ngā whakaaro me te tā o te hinengaro me te ngākau o te tangata. Ka peka haere ki te whakatū o ngā rōpū whakataetae me te parakatihi o ngā waiata, ngā haka me ngā whakaritenga mo te whakataetae kapa haka. Ko te kōrero whakamutunga, ka huri ki wētahi atu o ngā whakataetae mai i Te Kuki Airani, i Tahiti me Hawaii hoki. Āe mārika, ka ora te ao o te whakataetae puta noa i te ao nui. Ki ahau, mā tēnei tuhinga hei whakapuare ngā hurihanga o te ao Māori me te ao o te kapa haka. Ka ea, he tika hoki te whakataukī rā,  ka pū te ruha, ka hao te rangatahi    (Ryan 1995), arā ka kimi i ērā e pīataata ai o rātou wairua, hinengaro, ngākau.

text: Kapa Haka Whakataetae Kua tini haere te kanohi o te mahi kapa haka i te ao hurihuri nei. Tihei Haka! Mauriora Kapa haka (Rollo, 2006)
Ka tū te ihiihi, ka tū te wanawana o te hunga i ngā hui whakataetae kapa haka o te motu. He hui rongonui i te maramataka a te Māori ia tau ia tau, ā, he hui whakahirahira anō mō rātou mā i whakawhiti mai i tāwahi rā hoki. Mā te mahi a te kapa haka ka whakaari ngā rōpū haka i ngā mahi nō nehe rā me ngā mahi hou o te ao onāianei. Ahakoa te āhuatanga o te mahi, he taonga tuku iho nā rātou mā kua mene ki te pō.  Moe mai rā e te kāhui o ngā whetu i te pō, moe mai i te Ariki o te rangi. 

I tēnei tuhinga, e āta titiro ana 'hau ki ngā mahi hou me te āhuatanga hou kei ngā rōpū haka i te whakataetae-a-motu, arā Te Matatini me ētahi atu momo whakataetae i Aotearoa, tāpiri mai hoki ērā kei Te Moana nui a Kiwa. Ko te ingoa matua o tēnei tuhinga,  KAPA HAKA WHAKATAETAE. Kua tīni haere te kanohi o te mahi kapa haka i te ao hurihuri nei .
No reira, ko te tino pātai kei tēnei rangahau ko tērā. He aha ngā mahi hou kei te kapa haka whakataetae? Nā he hua anō hoki kei reira? Ka hāngaia tonu e te tuhinga nei  ngā hui whakataetae kapa haka mai i te tau 1972 tae noa ki te tau 2006.

Ngā ūpoko o te tuhinga whakapae
E whā ngā wāhanga ūpoko o tēnei tuhinga whakapae. Mā ngā ūpoko katoa ka kitea ai ngā momo kaupapa ake e hāngai pū ana ki te kaupapa mō te whakataetae kapa haka me ōna āhuatanga hou. He mahi whakahirahira tāku ki te whakatakoto i ngā kōrero, i ngā whakaaro, i ngā mātauranga o tēnā tangata mōhio, o tēnā tangata mātau ki roto i ngā whare māramatanga, arā ngā  wāhanga wēnā,  hei mātauranga hou mō te ao katoa.

I te ūpoko tuatahi, ka anga te titiro ki ngā whakamāramatanga o ngā tikanga-a-iwi e pā ana ki te  tūturutanga me te ao o te kapa haka. Mā wēnei whakamāramatanga hei awhi i a 'hau i taku rangahau ki te mahi onāianei o te whakataetae kapa haka. Ka whai mātauranga 'hau mō ngā tikanga o ngā kupu e rua. Ko ēnei ko te kupu  haka  te tuatahi, ā, ko te kupu  kapa haka  te tuarua. He aha ngā rerekētanga me te ōritenga o wēnei kupu rongonui? Ka anga whakamua ki ngā tūmanako me ngā ritenga o te whakataetae kapa haka a te motu mai i te New Zealand Polynesian Festival tae atu ki Te Matatini. Ko te whāinga mutunga o tēnei wāhanga, ka hoki whakanui ki te whakataetae-a-motu mai i te tau 1972 tae noa atu ki te tau 2006.

Ko te ūpoko tuarua, ka whakatakoto e 'hau ngā whakautu o ngā patapātai mai i ngā rārangi kōrero me ngā whakaaro whānui i whakahokia mai e ngā tāngata o ngā rōpū haka e whā, arā, Te Rōpū Haka o Te Kotahitanga, Ngāti Poneke Young Māori Club, ko Te Waihīrere, ā, huri atu ki Te Pou a Mangatāwhiri hoki, he rōpū i whakatūhia anō i te tau 2005. I tēnei wāhanga ka kitea ngā kōrero ātaahua, ngā mātauranga tūturu me ngā whakaaro hōhonu o ngā kaiako me ngā tāngata e tautoko ana i taku mahi kimi mātauranga.  Nā rātou ka ohorere, ka mirimiri hoki i tōku hinengaro ki ngā māramatanga hou. He tika anō te kupu ā  Pā Henare Tate nō Ngapuhi nui tonu e kī ana,  Mā te whakaatu, ka mōhio, mā te mōhio, ka mārama, mā te mārama, ka mātau, mā te mātau, ka ora   (Barlow 1991)

I te ūpoko tuatoru he whakaaturanga tēnei o āku tirohanga ki ngā āhua rerekē me ngā mahi hou i roto i ngā rōpū haka i runga i te ātamira o te whakataetae, i roto hoki i te mura o te ahi o te whakataetae. Kua tuhituhi au i ngā momo āhuatanga e pā ana ki  te taha o te kanikani, te mahi-a-korikori me ngā mahi katoa i runga i te atamira. Ahakoa iti ko tētahi atu wahanga o ērā kōrero e pā ana ki te pūoro me ōna mana kua puta i konei. Ka huri taku tuhinga ki te taha o te reo waiata, te toi whakaari me te whakaataata o ngā mahi a te Rēhia. I konei ka titiro ki te tāmoko, te pani kanohi me te pani tinana, arā he mahi hou katoa. Ko te wahanga mutunga e pā ana ki te reo Māori me te tito waiata hoki. Ahakoa he maha ngā āhuatanga, ko ngā tuhinga nei mō ia āhuatanga kia kitea ai ngā rerekēnga me ngā mahi hou i te whakataetae kapa haka o te ao Māori. No reira te nuinga engari ko wētahi i whakaurua mai i ētahi atu iwi ō tāwahi.       

Ko te ūpoko whakamutunga, ka hāngai taku titiro ki te ao o te whakataetae, arā, ki ngā whakaaro me te tā o te hinengaro me te ngākau o te tangata. Ka peka haere ki te whakatū o ngā rōpū whakataetae me te parakatihi o ngā waiata, ngā haka me ngā whakaritenga mo te whakataetae kapa haka. Ko te kōrero whakamutunga, ka huri ki wētahi atu o ngā whakataetae mai i Te Kuki Airani, i Tahiti me Hawaii hoki. Āe mārika, ka ora te ao o te whakataetae puta noa i te ao nui. Ki ahau, mā tēnei tuhinga hei whakapuare ngā hurihanga o te ao Māori me te ao o te kapa haka. Ka ea, he tika hoki te whakataukī rā,  ka pū te ruha, ka hao te rangatahi    (Ryan 1995), arā ka kimi i ērā e pīataata ai o rātou wairua, hinengaro, ngākau.

year: 2007

title: Enabling conditions for professional development of te reo Māori teachers

authors: Franken, Margaret

subjects: Māori language teachers

abstract: The paper outlines a professional development programme for secondary school teachers of te reo Māori (under the auspices of Te Hiringa i te Mahara) conducted by a language teacher educator and an expert in Māori bilingualism and biliteracy. While the principles underpinning the programme reflect a strong task-based
orientation, the programme approached development needs for the teachers from the point of view of understanding “enabling conditions” (Franken, Rau, Ngata & Parata, n.d.) for effective language learning and teaching (see also Ellis, 2005),
rather than understanding task based learning and teaching per se. The programme drew on the current practices of the teachers and made use of epistemology of Māori language and Māori language learning. The paper presents observations from monitoring data collected during the programme supporting the claim that such an approach to the professional development of language teachers promotes a strong knowledge base and pedagogical reasoning skills (Richards, 1998), and in particular for te reo Māori teachers, fosters a sense of their own professional identity.

text: Enabling conditions for professional development of te reo Māori teachers The paper outlines a professional development programme for secondary school teachers of te reo Māori (under the auspices of Te Hiringa i te Mahara) conducted by a language teacher educator and an expert in Māori bilingualism and biliteracy. While the principles underpinning the programme reflect a strong task-based
orientation, the programme approached development needs for the teachers from the point of view of understanding “enabling conditions” (Franken, Rau, Ngata & Parata, n.d.) for effective language learning and teaching (see also Ellis, 2005),
rather than understanding task based learning and teaching per se. The programme drew on the current practices of the teachers and made use of epistemology of Māori language and Māori language learning. The paper presents observations from monitoring data collected during the programme supporting the claim that such an approach to the professional development of language teachers promotes a strong knowledge base and pedagogical reasoning skills (Richards, 1998), and in particular for te reo Māori teachers, fosters a sense of their own professional identity.

year: 2009

title: 'Being' an educational leader in Choiseul Province in the Solomon Islands:  A case study of the context of leadership for principals and deputy principals.

authors: Sisiolo, John Lenga

subjects: Choiseul Province

abstract: The recent decentralisation of authority to the community high schools highlights the changing nature and role of school leadership in the Solomon Islands.  This study explores the context of school leadership for principals and deputy principals in the community high schools from the leader's perspectives. More specifically, what is it like 'being' an educational leader in the community high schools in the Choiseul province. This study attempts to describe the context of leadership using the leader's accounts of being in this role before and during their current school leadership position. 
This study was conducted as qualitative research and used a case study research approach. The school leaders of six community high schools of Choiseul province were participants in this study. Eleven school leaders, five principals and six deputy principals, took part in semi-structured interviews about the nature of their leadership context. The research question that acted as a guide to these interviews was:
What is it like 'being' a school leader in a Community High School in the Choiseul province?
Through semi-structured interviews with each participant, and the documents that were related to the school leader's position and role, the findings of this research raise a number of issues for those in leadership. This includes the impact of the remoteness and isolation that is seen as a major impediment to leadership preparation and ongoing professional development. The findings also showed that school leaders typically experienced an appointments procedure which was influenced by the local community. Since the community high schools were still being physically developed, the school's physical development was seen as a priority when it comes to the appointment. The research findings provide the basis for establishing policies and practices that might support and enable current and future school leaders in Choiseul in the future.

text: 'Being' an educational leader in Choiseul Province in the Solomon Islands:  A case study of the context of leadership for principals and deputy principals. The recent decentralisation of authority to the community high schools highlights the changing nature and role of school leadership in the Solomon Islands.  This study explores the context of school leadership for principals and deputy principals in the community high schools from the leader's perspectives. More specifically, what is it like 'being' an educational leader in the community high schools in the Choiseul province. This study attempts to describe the context of leadership using the leader's accounts of being in this role before and during their current school leadership position. 
This study was conducted as qualitative research and used a case study research approach. The school leaders of six community high schools of Choiseul province were participants in this study. Eleven school leaders, five principals and six deputy principals, took part in semi-structured interviews about the nature of their leadership context. The research question that acted as a guide to these interviews was:
What is it like 'being' a school leader in a Community High School in the Choiseul province?
Through semi-structured interviews with each participant, and the documents that were related to the school leader's position and role, the findings of this research raise a number of issues for those in leadership. This includes the impact of the remoteness and isolation that is seen as a major impediment to leadership preparation and ongoing professional development. The findings also showed that school leaders typically experienced an appointments procedure which was influenced by the local community. Since the community high schools were still being physically developed, the school's physical development was seen as a priority when it comes to the appointment. The research findings provide the basis for establishing policies and practices that might support and enable current and future school leaders in Choiseul in the future.

year: 2010