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Pūrakau in culture theory and practice

Pūrakau in culture theory and practice. Kelly Panapa Unitec, Learning and Teaching Symposium October 1, 2012. Karakia. Te pu Te more Te weu Te aka Te rea Te waonui Te kune Te whe Te kore Te po Ki nga tangata Maori na Rangi raua ko Papa

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Pūrakau in culture theory and practice

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  1. Pūrakau in culture theory and practice Kelly Panapa Unitec, Learning and Teaching Symposium October 1, 2012

  2. Karakia Te pu Te more Te weu Te aka Te rea Te waonui Te kune Te whe Te kore Te po Ki nga tangata Maori naRangirauako Papa Kotenei te timatanga o te Ao The origin The cause The single fibre/strand The long and thin roots of trees or plants/vine Spring up, grow/ multiply/ Murmur, make a low sound The great forrest Spring, grow/ swell as pregnancy advances The caterpillar and stick insects The nothingness The darkness To the Maori people of Rangi and Papa This is the beginning of the world

  3. Rangi and Papa What do we know about this great Maori love story?

  4. My story Grew up in Whangarei secure in my Maori identity Raised by my mum and grandparents Raised without Te Reo Maori but Maori cultural values/tikanga were upheld

  5. Values instilled in me by my upbringing Humility Generosity Collectivity Mana tangata Tika, pono, aroha Manaakitanga

  6. Whaka-whanaungatanga Kowaikoe? Who are you? What is one value that you attribute to your upbringing that contributes to forming your identity? Do you have a story about it?

  7. Pūrakaupū = roots or the baserakau = of the tree “Purakau refers to stories… Maori narratives were highly prized, carefully constructed and skilfully delivered. Purakau, … were not… considered as sheer fictional accounts, invented imaginings or mere talk.” (Lee, 2005, p.7).

  8. Pūrakau – ‘ancestor lensing’ “attempting to explore, ask , and find out how our tupuna would have viewed and treated any activity, event, and/ or problem. It then falls on this generation to critique the timelessness of the solution and to adapt, if appropriate, the solution for the contemporary situation. This gives utility to ancient wisdom while still making it context appropriate” (Edwards, 2012, p. 45)

  9. Teacher identity… • Culturally cognisant • Valuing diversity • Utilise ako • Value whanaungatanga What kind of teacher do I want to be?

  10. How has YOUR professional/teacher identity been shaped by YOUR personal identity? I utilise purakau to access ancient wisdoms and theorise innovative ways to apply such wisdom to contemporary contexts. This is a practice that I would like to encourage others to try

  11. Rangi and Papa in practice

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