They will have connections to the local iwi in some shape or form. Start with the Māori whānau of your kura. The courses are marae based and have had a positive impact in connecting teachers to the what is happening in the iwi space locally. Māori language courses have been run by te reo o Taranaki for 20 years and schools in Taranaki have been sending their teachers to these programmes. In my tribal base ‘te reo o Taranaki’ is an organisation that has focused on revival of Taranaki language and dialect. Iwi are putting their hands up in other tribal situations.
While I am not suggesting that we disregard this arrangement for establishing a relationship with iwi, there are other options. The agenda in this situation is run by the iwi – rather than kura going through a process of inviting iwi into their school settings.
#WHANAU HAPU IWI PROFESSIONAL#
Within some of those rūnaka they have recently been running professional learning and development hui on their local marae for kura, who come together as clusters to learn and hear about tribal histories and their iwi aspirations for the future. They have education arms across their 18 rūnaka (subtribes). For example, Ngāi Tahu, a post-settled iwi, takes in a large geographical area.
Settled iwi have mandated iwi bodies and resource they have compensation money, usually for land confiscated in the 1800’s.īigger iwi usually have a large number of kura within their region, so there is difficulty for iwi in managing kura relationships. As we move into the post-settlement era, we have on the one hand iwi that are well organised (they are usually post-settlement) and may even have an education arm on the other hand we have iwi that are thin on the ground in terms of personnel (they are usually pre-settlement). Iwi organisations around the country are dynamic in how they function. Iwi politics are to be avoided at all cost, so let’s look for an easy option, let’s talk to our Māori friends.
Being involved in the agency, Te Pūtahitanga o Te Waipounamu, is yet another way that Ngāi Tahu exercises its responsibility to look after people within its tribal territory.How do schools engage with local iwi or hapū networks? Iwi can be complex organisations, whether you are in an urban kura in a large city or a rural kura out in the country. In early 2014, Ngāi Tahu successfully partnered with the iwi of Te Waipounamu (tribes of the South Island) to secure the contract to be the South Island Whānau Ora Commissioning Agency with the aim of investing in initiatives to build whānau capability. ‘Whanau Ora’ is a New Zealand government approach to placing whanau (families) at the centre of health, education and social service delivery. Other programmes forge international relationships, such as our exchange programme with Stanford University, international work experience in Russia and the Antarctic programme. Different programmes support personal development and cultural learning, such as the testing Aoraki Bound programme, developed in partnership with Outward Bound. Our leadership development programmes are designed to grow culturally competent leaders, well connected to their Ngāi Tahu community and outstanding performers in their chosen field.
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