This summer internship project is in support of one of Ngā Pae o te Māramatanga's large te reo research projects, led through Te Ipukarea.

Te Reo o te Pā Harakeke seeks to understand the factors that contribute to successful intergenerational transmission of the Māori language in the home.

The interns join the research team and support the research in a number of ways with a focus on the research data collected at the first Te Reo o te Pā Harakeke wānanga (November 2017), and in preparation for the second wānanga.

What aspects of mātauranga Māori are relevant to Māori-medium schools, for example mātauranga pūtaiao, that promote the wellbeing of the students, the kura, the place and the community?

This research seeks to investigate Māori jurisprudence. Māori jurisprudence, broadly speaking, comprises a set of tikanga and how those tikanga are used in everyday life to make decisions that affect Māori communities. For this research we wish to focus specifically on the most important institution of Māori decision-making: the hui. This pilot project will investigate a limited set of hui, specifically examining decision-making and the role of tikanga in such decision-making, within urban contexts.  The research hypothesis upon which this project is designed is that modern everyday Maori jurisprudence is observable and distinct, despite the impact of Western legal frameworks.

What are some of the psychological, emotional and spiritual influences that learners have experienced when learning te reo Māori?

How are these influences related to past trauma or negative experiences of theirs (or others) and in what ways have these influences impacted their engagement with and learning of te reo Māori?

What kinds of intergenerational trauma are having an impact on the ability to engage with and learn/speak te reo Māori?

In what ways do learners overcome these barriers to being motivated to learn te reo Māori?

The project aims to contribute to the intellectual infrastructure of the discipline of te reo Māori revitalisation by collating oral, visual digital and written sources, including a dictionary, thesaurus and repositories of waiata, haka, and narrative recordings. 

The project will answer the following research questions:

We are now 30+ years on from when our children first had the opportunity to attend Kōhanga. They are a part of a fortunate generation, like those who will follow them. And so too are those that are following. But what of those older Māori, their parents and grandparents, some of who do speak te reo but many who do not? What challenges to tikanga, age related roles and relationships do these demographics present? Status, mana, roles, responsibilities, ritual duties and leadership are all age related concepts that, in the Māori world, assume a foundation of learning that leads to experience, competence and accumulated wisdom over time. 

Te Reo Māori represents an amazing opportunity to New Zealand for its potential to enrich society and culture and transform the experience and consciousness of those who are exposed to and use the language. The Māori language is an official language of New Zealand and is indigenous to our country. It is part of our country’s national character and identity. The richness and vibrancy of the language distinguishes New Zealand in areas such as tourism, exporting, employment, education and broadcasting, and plays an integral role in cultural identity.

Taunakitia Te Marae aims to research the key contributors of success that will enable marae to be centres of excellence for hapū development. It will explore with whānau, hapū and iwi the characteristics that enable or inhibit the success of marae as centres of excellence; and undertake case studies of successful models for marae that enhance hapū development. Through the research, Taunakitia Te Marae will identify critical determinants of marae wellbeing and construct a marae wellbeing framework to be available for use by marae, hapū and iwi within Te Arawa.

“We are taking a strengths-based approach. So that teachers can go from where they are now to where they want to be.” AS EVERY CHILD knows, learning to read means first cracking a code. The next challenge is reading to learn – when you move from just identifying the words to extracting deeper comprehension.