Te Reo me Ngā Tikanga Māori

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?

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.