title: The Oral Transmission of Mātauranga Māori in regard to Traditional Hokianga Stories and the Revitalization of Significant Place Names.

authors: Barnes, Maria

subjects: Hokianga

abstract: This thesis researched the oral transmission of mātauranga Māori from one generation to another with a particular focus on the significance of place names in the Hokianga area from Waimamaku through to Opononi. It also sought to understand the stories and history that accompany this area. Our oral traditions are critical in helping to define our identity as Māori, and our relationship with the land.

This thesis begins by looking at the ways in which we as Māori are connected to the land and some of our traditional values regarding cultural practices and the way our tūpuna lived.  It also shares an example of the way in which our oral traditions and histories were preserved and taught.  There is then a detailed section regarding the significance of Hokianga place names within the Waimamaku, Omapere and Opononi area of Hokianga.  This information has been provided orally from the generosity of kaumātua of our area.  Following this I have concluded by providing an overall statement about the significance of findings and outcomes of my research.

This kaupapa is important as more and more of these place names and their histories will continue to be lost if records are not kept and shared with future generations.  I also understand the importance of protecting this knowledge.  Through colonisation and over time the use of our traditional educational practices and our place names and their histories have been forgotten, watered down, and sometimes lost.  Our learning methods, histories and whakapapa constitute important elements of who we are as Māori. They recognise the past, help us to understand today and guide us into the future. 

The research strategy used in my thesis is collaborative storying co-constructed between myself the researcher and local kaumātua deemed to hold traditional knowledge of our area.  This has provided the opportunity to find out significant place names and our local histories. Prior to working on this thesis only a few names were known and understood.  However in the end we are able to get a more detailed picture of our history.  There are still plenty more place names to be found and understood.


We live and come from a beautiful place.

text: The Oral Transmission of Mātauranga Māori in regard to Traditional Hokianga Stories and the Revitalization of Significant Place Names. This thesis researched the oral transmission of mātauranga Māori from one generation to another with a particular focus on the significance of place names in the Hokianga area from Waimamaku through to Opononi. It also sought to understand the stories and history that accompany this area. Our oral traditions are critical in helping to define our identity as Māori, and our relationship with the land.

This thesis begins by looking at the ways in which we as Māori are connected to the land and some of our traditional values regarding cultural practices and the way our tūpuna lived.  It also shares an example of the way in which our oral traditions and histories were preserved and taught.  There is then a detailed section regarding the significance of Hokianga place names within the Waimamaku, Omapere and Opononi area of Hokianga.  This information has been provided orally from the generosity of kaumātua of our area.  Following this I have concluded by providing an overall statement about the significance of findings and outcomes of my research.

This kaupapa is important as more and more of these place names and their histories will continue to be lost if records are not kept and shared with future generations.  I also understand the importance of protecting this knowledge.  Through colonisation and over time the use of our traditional educational practices and our place names and their histories have been forgotten, watered down, and sometimes lost.  Our learning methods, histories and whakapapa constitute important elements of who we are as Māori. They recognise the past, help us to understand today and guide us into the future. 

The research strategy used in my thesis is collaborative storying co-constructed between myself the researcher and local kaumātua deemed to hold traditional knowledge of our area.  This has provided the opportunity to find out significant place names and our local histories. Prior to working on this thesis only a few names were known and understood.  However in the end we are able to get a more detailed picture of our history.  There are still plenty more place names to be found and understood.


We live and come from a beautiful place.

year: 2010

title: Ahumai

authors: Temara, Pou

subjects: Pātere

abstract: E tika ana kia punarua te wānanga i ēnei pātere e rua nā te mea he mārama te kite iho o whatu he ōrite ētahi o ngā rārangi kupu, ngā whakaaro me ngā kareāroto ki te pātere a Ahumai. Ahakoa kāore i te takoto te ingoa o te kaitito i tēnei pātere, nā te ōrite o ētahi o ngā kupu, e taea te whakapae, nā te ringa kotahi ēnei pātere i waituhi? Kai roto hoki i te pātere nei e takaoto ana ngā rohe o Raukawa pērā i Wharepūhunga, me ngā tangata whai mana o tērā iwi pērā i a Tīkao. Hei taituarā ka hahua ake anō te kōrero a Turanga Te Mauparaoa ki te tata o te rohe o te iwi nāna te waiata nei, ki tōna rohe. Kāore te Māori e kī ‘nō tua ake nei tēnei pātere’ mēnā he tawhiti atu te iwi i tōna. Nō reira, ki taku wānanga, ehara tēnei pātere nō ngā iwi o Taranaki. He tawhiti rawa a Taranaki i Murupara. Hāunga a Raukawa, koia te iwi kai ‘tua ake nei’.

E tuku ana ahau i taku ihu kia puta. Ki te tapahia mai, e pai ana. E kī ana hoki au, ko te mea poto te titonga tuatahi, ko te mea roa te titonga o muri mai. He ariā te mea tuatahi nō te mea tuarua.

text: Ahumai E tika ana kia punarua te wānanga i ēnei pātere e rua nā te mea he mārama te kite iho o whatu he ōrite ētahi o ngā rārangi kupu, ngā whakaaro me ngā kareāroto ki te pātere a Ahumai. Ahakoa kāore i te takoto te ingoa o te kaitito i tēnei pātere, nā te ōrite o ētahi o ngā kupu, e taea te whakapae, nā te ringa kotahi ēnei pātere i waituhi? Kai roto hoki i te pātere nei e takaoto ana ngā rohe o Raukawa pērā i Wharepūhunga, me ngā tangata whai mana o tērā iwi pērā i a Tīkao. Hei taituarā ka hahua ake anō te kōrero a Turanga Te Mauparaoa ki te tata o te rohe o te iwi nāna te waiata nei, ki tōna rohe. Kāore te Māori e kī ‘nō tua ake nei tēnei pātere’ mēnā he tawhiti atu te iwi i tōna. Nō reira, ki taku wānanga, ehara tēnei pātere nō ngā iwi o Taranaki. He tawhiti rawa a Taranaki i Murupara. Hāunga a Raukawa, koia te iwi kai ‘tua ake nei’.

E tuku ana ahau i taku ihu kia puta. Ki te tapahia mai, e pai ana. E kī ana hoki au, ko te mea poto te titonga tuatahi, ko te mea roa te titonga o muri mai. He ariā te mea tuatahi nō te mea tuarua.

year: 2017

title: Beyond lecture capture: Student-generated podcasts in teacher education

authors: Forbes, Dianne Leslie

abstract: Podcasting in higher education most often takes the form of lecture capture or “coursecasting” as instructors record and disseminate lectures (King & Gura, 2007, p. 181). Studies published within the past five years continue to prioritise podcasting of lectures for the student audience, and to test the effectiveness of such podcasts via traditional pencil and paper assessments covering the material delivered via podcast (Hodges, Stackpole-Hodges, & Cox, 2008). A premise of this article is that in order to enhance learning outcomes via podcasting, it is necessary to move beyond coursecasting, toward podcasting with and by students, and to value key competencies and dispositions as learning outcomes. This article reports on a pilot study undertaken with teacher education students in an online ICT class, where students investigated podcasting and created reflective podcasts. The pilot study aimed to engage students actively in generating podcasts, incorporating a wider view of assessment and learning outcomes. Student-generated podcasts were self-assessed, and shared online in order to invite formative feedback from peers. A range of positive outcomes are reported, whereby students learned about and through podcasting, engaging in reflection, problem solving and interactive formative assessment.

text: Beyond lecture capture: Student-generated podcasts in teacher education Podcasting in higher education most often takes the form of lecture capture or “coursecasting” as instructors record and disseminate lectures (King & Gura, 2007, p. 181). Studies published within the past five years continue to prioritise podcasting of lectures for the student audience, and to test the effectiveness of such podcasts via traditional pencil and paper assessments covering the material delivered via podcast (Hodges, Stackpole-Hodges, & Cox, 2008). A premise of this article is that in order to enhance learning outcomes via podcasting, it is necessary to move beyond coursecasting, toward podcasting with and by students, and to value key competencies and dispositions as learning outcomes. This article reports on a pilot study undertaken with teacher education students in an online ICT class, where students investigated podcasting and created reflective podcasts. The pilot study aimed to engage students actively in generating podcasts, incorporating a wider view of assessment and learning outcomes. Student-generated podcasts were self-assessed, and shared online in order to invite formative feedback from peers. A range of positive outcomes are reported, whereby students learned about and through podcasting, engaging in reflection, problem solving and interactive formative assessment.

year: 2015