Case 5: Bridging Two Worlds
Te Tūhono i ngā Ao e Rua

This case focuses on the challenges that kaupapa Māori can present within professional practice and, in particular, within professional discussions between younger and older colleagues. The participants and commentators are all female, but the questions and discussions could apply just as much to situations involving older and younger male colleagues.

This case has much to offer those working outside Māori-medium settings, as reflected in this invitation from one of the participants: “Here is another way, one that is good for the Māori world and that also benefits the Pākehā world. Look, come on, sit with me, this is what we Māori have to offer, and perhaps you will see there are benefits for Pākehā too.”

Leeana Herewini, an adviser: Māori at the University of Waikato, observed an older colleague, Wini Emery, facilitating a workshop with teachers. She was disturbed by Wini’s response to a question from a teacher, but didn’t know how to raise this concern, asking herself “Would I say this to my kuia?”

Leading ISTE learning for this case

The heart of this case lies in the video clips, in which three pakeke (older colleagues) and three rangatahi (younger colleagues) respond to a series of questions in relation to the case topic outlined above. As we follow the discussions, we hear a variety of ideas and opinions that subtly but powerfully throw light on the case and the themes that underpin it. Regardless of whether you and your group understand te reo, it will add greatly to your experience and appreciation of the case if you watch the video clips.

For group members who do not speak te reo, full translations of the clips’ contents are provided in the transcripts, and there is an English-language version of the case. Although the case focuses on kaupapa Māori within ISTEs’ professional practice, your group of ISTEs may well have experienced other situations that present a similar dilemma and that many of the questions posed in the case could apply to – for example, within a Pākehā context in which a less experienced ISTE is hesitant to speak their mind to a manager or leader

The mihi at the opening of the case introduce us to the participants, who are called upon to respond to some frank and challenging questions. There is a sense that they are talking and responding to one another as well as communicating with the viewer. The focus of their discussions is very much professional relationships, and this is reflected in the respect and care the participants show one another as they explore educational issues within kaupapa Māori.

The introductory screen of the case makes the point that its questions and discussions could apply just as much to situations involving older and younger male colleagues. Note, however, that they would not apply to Māori-medium contexts involving older males and younger females, or vice versa.

Note also that some of the readings listed under “Engaging with the literature” in screen 3 (Beliefs) and screen 4 (Addressing the inquiry question) are substantial – for example, the 2007 Te Kōtahitanga report or the discussion document by Charles Royal. Your group will need to select relevant sections from them on which to focus their discussions.

How this case reflects the ISTE inquiry and knowledge-building cycle

Diagram text version

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