title: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School

authors: Anderson, Diana

subjects: Harakeke

abstract: Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
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familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

text: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

year: 2009

title: Ka mate ko te mate, ka ora taku toa: Ko ngā matawhāura o te rau tau tekau mā iwa

authors: Murphy, Kane Ēnoka George

subjects: Matawhaura

abstract: Tēnei te urutomo atu ki te rau tau o te tekau mā iwa ki te nanaiore i ngā tai o te Matawhāura i ngaeki ai te whenua i horo ai tuanuku, i horo ai te tangata, i tū ai te rangatiratanga. Ko te kimihanga i te āhua ki te tikanga ki te pakanga, ki te mate te ihoiho, ko te rapunga i te āhua ki ōna neke, ki ōna nuku, ki ōna panoni, ki ōna hounga te whainga. Kei te kapi katoa ki tā te pukapuka, i tā te tuhinga. Wāhia ana kia whā ōna ahoaho, koia, ko te pūtakenga mai o te riri, o te Matawhāura. Muringa iho, ko ngā Matawhāura a te Māori ki te Māori. Ka whāia mai ko ngā riri ki te Pākehā, ā, ko ngā pakanga a te mana poropiti, mutu iho ki te kōtuitui.

Ko te whakaohooho, ko te whakamataara i a Ngāi Māori, i a Ngāi tauiwi otīa, i a Ngāi iwi taketake ki te nōhanga mai o te hītori ki te ahurea o te whenua, ki te ahurea o te tangata, ki ōna tuakiritanga. Ko te whakaariari i te āhua o te tikanga a te pakanga, a te mate me ōna neke i te oma a te wā i roto i te whakaeke a te iwi tini ngerongero ki te unu i te mono o te whenua o te iwi pū taketake. Ko te whakaihiihi i te iwi ka rawakoretia, ka reo koretia, ka whenua koretia, ka tikanga koretia. Ko te whakaatuatu i tā te Māori, i tā te Pākehā ki tā te kupu Māori, ki tā anō te kupu Pākehā.

Ko tōna mutunga iho, ko te whakakitenga ake, ko te whakatinanatanga i te mau tonu a te tikanga ki ngā rohe o te pakanga o te mate, ko te neke māna ko te panoni i ngā wāhi i kitea ai he huarahi ki te ora, he toa, he mau tonu ki tētahi pitonga whenua e huraia mai he tōnuitanga mā ngā uri whakatipu. Ko te hari i te kaupapa mā roto tonu i te reo ake a te kōrero, i te reo ake o te whenua. Ko te takahanga i te ara o te whakarauora i te reo, i te tikanga, i te tuakiri, i te mana Māori motuhake. Ko tōna otinga atu, ko te whakairi ake i ngā mahi a ngā tūpuna e ū ai te tangata whenuatanga e kitea ai ko tā rātou, e pātaia ai, he aha ia tā tātou?

text: Ka mate ko te mate, ka ora taku toa: Ko ngā matawhāura o te rau tau tekau mā iwa Tēnei te urutomo atu ki te rau tau o te tekau mā iwa ki te nanaiore i ngā tai o te Matawhāura i ngaeki ai te whenua i horo ai tuanuku, i horo ai te tangata, i tū ai te rangatiratanga. Ko te kimihanga i te āhua ki te tikanga ki te pakanga, ki te mate te ihoiho, ko te rapunga i te āhua ki ōna neke, ki ōna nuku, ki ōna panoni, ki ōna hounga te whainga. Kei te kapi katoa ki tā te pukapuka, i tā te tuhinga. Wāhia ana kia whā ōna ahoaho, koia, ko te pūtakenga mai o te riri, o te Matawhāura. Muringa iho, ko ngā Matawhāura a te Māori ki te Māori. Ka whāia mai ko ngā riri ki te Pākehā, ā, ko ngā pakanga a te mana poropiti, mutu iho ki te kōtuitui.

Ko te whakaohooho, ko te whakamataara i a Ngāi Māori, i a Ngāi tauiwi otīa, i a Ngāi iwi taketake ki te nōhanga mai o te hītori ki te ahurea o te whenua, ki te ahurea o te tangata, ki ōna tuakiritanga. Ko te whakaariari i te āhua o te tikanga a te pakanga, a te mate me ōna neke i te oma a te wā i roto i te whakaeke a te iwi tini ngerongero ki te unu i te mono o te whenua o te iwi pū taketake. Ko te whakaihiihi i te iwi ka rawakoretia, ka reo koretia, ka whenua koretia, ka tikanga koretia. Ko te whakaatuatu i tā te Māori, i tā te Pākehā ki tā te kupu Māori, ki tā anō te kupu Pākehā.

Ko tōna mutunga iho, ko te whakakitenga ake, ko te whakatinanatanga i te mau tonu a te tikanga ki ngā rohe o te pakanga o te mate, ko te neke māna ko te panoni i ngā wāhi i kitea ai he huarahi ki te ora, he toa, he mau tonu ki tētahi pitonga whenua e huraia mai he tōnuitanga mā ngā uri whakatipu. Ko te hari i te kaupapa mā roto tonu i te reo ake a te kōrero, i te reo ake o te whenua. Ko te takahanga i te ara o te whakarauora i te reo, i te tikanga, i te tuakiri, i te mana Māori motuhake. Ko tōna otinga atu, ko te whakairi ake i ngā mahi a ngā tūpuna e ū ai te tangata whenuatanga e kitea ai ko tā rātou, e pātaia ai, he aha ia tā tātou?

year: 2017

title: Hypoxic resistance training in elite Rugby Union athletes

authors: Mayo, Brad

subjects: hypoxic

abstract: Limited research suggests that muscle adaptations may be enhanced through resistance training in a hypoxic environment. Altitude training has been integrated into athlete preparation strategies for the past five decades by elite athletes, with the goal of improving performance. Simulated altitude modalities allow athletes the ability to live low (sea level) and train high (completing training sessions at altitude) to enable, intermittent hypoxic exposure (IHE) training paradigm to optimize adaptation and performance. The first part of this thesis reviews the literature on different methods of hypoxic training and how this may be implemented into the sport of Rugby Union. Part two of the thesis includes an original investigation whereby 17 professional Rugby Union athletes (age [mean ± SD], 24 ± 3 years; body mass, 98.7 ± 12.8 kg, height; 188.9 ± 7.9 cm), performed 12 resistance training sessions over a three-week period. Participants were randomly divided into two groups: HYP (n=8) where resistance training sessions were performed in an environmental chamber with O₂ concentration maintained at ~14.4% (~3000m simulated altitude), or CON (n=9) identical resistance training sessions were performed without the simulated altitude (O₂ = 20.9%, at sea level). The research assessed pre and post-test measures of strength, power, endurance, speed and body composition. Analysis revealed a small positive effect for bench press (d = 0.24), weighted chin-up (d = 0.23) and bronco endurance tests (d = -0.21) in the HYP group when compared to the CON. In conclusion, resistance training in a hypoxic environmental chamber may lead to small improvements in upper body strength and endurance compared to the same training performed at sea-level. These findings are somewhat novel, given the short timeframe of the study and the elite population sampled. This study adds new practical information for athletes, coaches and practitioners on the effects of resistance training in a hypoxic environment on strength trained, professional team sport athletes.

text: Hypoxic resistance training in elite Rugby Union athletes Limited research suggests that muscle adaptations may be enhanced through resistance training in a hypoxic environment. Altitude training has been integrated into athlete preparation strategies for the past five decades by elite athletes, with the goal of improving performance. Simulated altitude modalities allow athletes the ability to live low (sea level) and train high (completing training sessions at altitude) to enable, intermittent hypoxic exposure (IHE) training paradigm to optimize adaptation and performance. The first part of this thesis reviews the literature on different methods of hypoxic training and how this may be implemented into the sport of Rugby Union. Part two of the thesis includes an original investigation whereby 17 professional Rugby Union athletes (age [mean ± SD], 24 ± 3 years; body mass, 98.7 ± 12.8 kg, height; 188.9 ± 7.9 cm), performed 12 resistance training sessions over a three-week period. Participants were randomly divided into two groups: HYP (n=8) where resistance training sessions were performed in an environmental chamber with O₂ concentration maintained at ~14.4% (~3000m simulated altitude), or CON (n=9) identical resistance training sessions were performed without the simulated altitude (O₂ = 20.9%, at sea level). The research assessed pre and post-test measures of strength, power, endurance, speed and body composition. Analysis revealed a small positive effect for bench press (d = 0.24), weighted chin-up (d = 0.23) and bronco endurance tests (d = -0.21) in the HYP group when compared to the CON. In conclusion, resistance training in a hypoxic environmental chamber may lead to small improvements in upper body strength and endurance compared to the same training performed at sea-level. These findings are somewhat novel, given the short timeframe of the study and the elite population sampled. This study adds new practical information for athletes, coaches and practitioners on the effects of resistance training in a hypoxic environment on strength trained, professional team sport athletes.

year: 2017