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Ko Puheke te maunga Ko Rangaunu te moana Ko Whangatane te awa Ko Ngai Takoto te iwi

Ka Whangaia , Ka Tupu , Ka Puawai : Kia Kotahi Te Takahi Haere Whakamua (That which is nurtured, grows, then blossoms: Moving forward together). Ko Puheke te maunga Ko Rangaunu te moana Ko Whangatane te awa Ko Ngai Takoto te iwi Ko Waimanoni te marae Ko Awarau te whānau

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Ko Puheke te maunga Ko Rangaunu te moana Ko Whangatane te awa Ko Ngai Takoto te iwi

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  1. Ka Whangaia, Ka Tupu, Ka Puawai: Kia Kotahi Te TakahiHaereWhakamua(That which is nurtured, grows, then blossoms: Moving forward together)

  2. KoPuheketemaunga KoRangaunutemoana KoWhangataneteawa KoNgaiTakototeiwi KoWaimanonitemarae KoAwarautewhānau KoHimionaHenaretokumatuatipuna KoHimiona Henry toku papa Ko Bert Himiona Henry tokuingoa No reiratenakoutoukatoa

  3. KoKarioitemaunga KoWhaingaroatemoana KoKirikiriroatakukainga KoNgaKeteWānangatemarae KoWhareTakiura o Manukautewahimahi KoKata (Catherine) Dickey tokuingoa No reiratenakoutoukatoa

  4. KoMaungarangitemaunga KoOtarateawa Ko Te Whakatoheate iwi KoNgatiNgaheretehapu KoTereretemarae KoMataatuatewaka Ko Te Kohitoku papa no Te Whakatohea KoMiriamatoku mama no Te WhanauApanui KoJayleneRiritokuingoa No reiratenakoutoukatoa

  5. KoPuhangaTohoratemaunga KoPunakitereteawa KoHokiangatemoana KoNgatokimatawhaoruatewaka KoNukuTawhititetangata KoNgapuhiteiwi KoNgatiUoneone KoNgatiTautahingahapu KoOkorihitemarae Ko Taranga Akuhatatōkupāpa KoMakaretaAkuhatatōkumāma KoMaylene Harrison ahau No Kaikoheahau No reiratenakoutoutenakoutoutēnatatoukatoa

  6. KoNukutaimemehatewaka KoMarotinitemaunga KoMangahauiniteawa Ko Te Whanau a Ruataparetehapuu KoTuatinitemarae KoPorourangiterangatira KoNgatiPoroute iwi KoKaraumataahau

  7. Tenakoutou e tewhanau • KoTarakehatemaunga • KoTapokopoko-a-tawhakitemoana • KoMatihetihetemarae • Ko Te Rarawate iwi • Ko Emily tokuingoa • Tiheimauriora • No reiratenakoutoutenakoutoutenakoutoukatou

  8. KoPutauakitemaunga KoRangatikeite Awa KoNgati Awa teiwi KoSharleenTongaleatokuingoa No reiratenakoutoutenakoutoukatoa

  9. Whakaatu/Introduction Trust Selection • life experiences • Passion Partnership • Academic upskilling/honing • Contextualised • Contemporaneously

  10. Kahikatea & Whakatauāki • Itirereateitei Kahikatea ka taea( Even the smallest bird in the bush can reach the lofty heights of the Kahikatea) • E haratakutoa, I tetoatakitahiēngari he toatakutini(my strength is not from myself alone, but from the strength of the group) • He moanapukepuke e kengia e tewaka(if one perseveres then ‘a choppy sea can be navigated’)

  11. Stephen Brookfield (2000) • Four strands –think dialectically, employ practical logic, to know how we know what we know, & critical reflection(both emotive and cognitive) • Impostorship, cultural suicide, incremental fluctuation, community and lost innocence

  12. Our experiences of this notion… ‘impostorship’ E nohotiaana a waho, keiroto he aha (One cannot tell from the outside what is contained within)

  13. What am I doing here? • Left school early (pregnant, parent death, suspended, gang membership, being female) • Why go back to school? (most questioned our motivation) • Comments from long time recipients of paternalistic or charitable, social work interventions.

  14. Whanautumokemoke… ‘cultural suicide’ • Being isolated from your root cultural supports. • The process of learning separated us from those support networks that were part of our previous world. • Your networks tune out because they don’t understand your experiences or the vocabulary you are using. • However, they are supportive in a bewildered way.

  15. Turuturu a tai. Tururu a uta…‘incremental fluctuation’ • Surging of the tide. • Moving forward and going backwards • New academic writing and technological challenges. • Taming my computer- losing work!!!!! • Several assignments- the tide ‘stays out’

  16. Te AoHurihuri…‘lost innocence’ We are expected to question/interrogate our beliefs and values

  17. Until we came to MIT these were the ‘truths’ our lives were built on… • that all people are equal in Aotearoa New Zealand but that doesn’t include me! • that only people who finish high school deserve/can come to MIT. • That having the reo won’t get you on in the Pākehā world. • that pākehā have no time for me.

  18. Between two worlds • Loss of identity • Isolation • those at home still have the beliefs and values we had when we began here. We are between two worlds and to study we have to live by compromising parts of both worlds

  19. He tangata, he tangata, he tangata…‘community’ Becoming social workers is about • The community around us • Desire to do better for our families

  20. The need for learning communities • Kahikatea need to link with others to stand tall • Interact between year classes • Whanau needs experiences of the ‘academy’ Do you know how tough it is to take the first step into the academy if such places are out of your worldview, not the norm?

  21. So how can you help Māori stay and succeed in the ‘academy’? • Help us visualize ourselves in this place • Acknowledge and give space in your courses for our worldview • Stop putting up fences, hurdles • Trust us • Provide contextualised respectful academic up-skilling based on our life experiences (Fishing,bells, bangs andAPA!

  22. We need to trust you as tutors • Whakawhanaunga (making links) • Address ‘inequality of power relationships’ • Invest in staffing • Be prepared to wear your gown and trencher • Understand our need to get out of the ‘benefit cycle’ • Stop deficit theorising!! Making assumptions!! • Work with our strengths, passions and determination

  23. Whakamutunga/ Conclusion Most here knew from an early age that you might go to Uni or Tech. None of us came from families who saw this as an option.

  24. “Change will not come if we wait for some other person or some other time. We are the ones we ‘ve been waiting for. We are the change we seek.” (Barack Obama at his inauguration as President)

  25. References Bishop, R., Berryman, M., Richardson, C., & Tiakiwai, S. (2003). Te kōtahitanga: The experiences of year 9 and 10 students in mainstream. Research Report. Wellington: Ministry of Education. Brookfield, S. (2000). Adult cognition as a dimension of lifelong learning. In J. Field & M. Leicester (Eds.), Lifelong learning: Education across the lifespan. Philadelphia:RoutledgeFalmer Press. Downloaded from http://www.open.ac.uk/lifelong-learning/papers /393CD0DF-000B-67DB-0000015700000157_StephenBrookfieldpaper.doc

  26. E tu Kahikatea Heiwhakapaeururoa AwhimaiAwhiatu TatouTatou e

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