• Kia Ārohi Kia Mārama - Scoping Excellence

    Project commenced:

    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?

  • Ngaruahine Rangi Ngāti Ruanui Te Ati Awa
    Senior Researcher
  • Senior Lecturer
  • Full project

    Project commenced:

    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:

  • Ngāti Mahuta Waikato
    Researcher - Te Ipukarea, National Māori Language Institute,

    Dean conducts research into traditional Māori knowledge, revitalisation of te reo Māori (the Māori language), Māori history, the representation of Māori customs, language and lore in video games, Māori digital media and identities.

    He also supervises a number of Masters and PhD students at AUT.

  • Full project

    Project commenced:

    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. 

  • Full project

    Project commenced:

    What strategies and resources are effective in establishing te reo Māori in the home to raise first language Māori-speaking children?

  • Ngāi Tūhoe Ngāti Kahungunu
    Adjunct Professor / Director- Te Panekiretanga o Te Reo Māori

    Dr Kāretu, of Tūhoe and Ngāti Kahungunu descent, is one of three Directors of Te Panekiretanga o Te Reo Māori (School of Māori Language Excellence) at Te Wānanga o Aotearoa.  He is considered a master of te reo Māori (the Māori language) and is recognised nationally and internationally for his knowledge and work in the language. 

  • Ngāti Porou Ngāi Tahu Hawaiian Cook Islands Samoan
    Professor

    Professor Tania Ka‘ai has worked in tertiary education for over 20 years. As an Indigenous scholar Professor Ka‘ai uses the cultural values transmitted to her by her elders and mentors as an epistemological framework which informs her own academic writing and teaching (including supervision) within the university academy.

    Her work as Director of Te Ipukarea and Te Whare o Rongomaurikura, provides an opportunity to share her knowledge not only with students and staff at AUT and others nationally, but internationally too.

  • Ngāti Kahungunu Ngāti Porou
    Pou
    NPM Secretariat

    Paora is Kaihautu Tikanga (Te reo me ngā tikanga Māori leader) at NPM and also a Professional Teaching Fellow at the Department of Māori Studies, University of Auckland where he lectures in Kapahaka, Traditional & Contemporary Māori Performing Arts and Te Reo Māori. 

    He has had a significant career in kapahaka as well as traditional and contemporary Māori performing arts, including areas of performing, teaching/training, directing, judging as well as choreography and composition within this indigenous genre of dance.

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