|
WÄhanga 10 – Te pÄtai rangahau a Leeana
|
Clip 10 – Addressing Leeana’s question
|
|
Ripeka
Me tiakina, me tiro atu ki ngÄ tikanga hei taonga kia tika. Mehemea kua kapohia e tÄtou i ngÄ tikanga a ngÄ mÄtua, a ngÄ kuia koroua, kua whakapakeke i roto i Ä“rÄ tikanga kua uru katoa i te wairua o aua tikanga ki roto i te tangata, mÄ Ä“rÄ rÄ koe, koinÄ ngÄ mea hei Äwhina i a koe te tÅ« mÄrÅ i roto i tÄ“nei ao PÄkehÄ.
|
Ripeka
We must nurture, and we must treat culture as a treasure. If we hold on to the practices of our parents, our ancestors, if we have been raised with these practices and immersed in the essence of the culture, from those days, these are the very things that will help you stand strong in the PÄkehÄ world.
|
|
Wini
Whakaae ahau ki Åu kÅrero. Korekore rawa i whakamahi aku tikanga purua ki te taha, ka hÄ«koi ngÄtahi Ä“rÄ i roto i ahau. Ehara i te … me kÄ«, te tÅ« i runga i tÄ“tahi atu mana engari ko tÄ“rÄ tÄku mana e haere ana, e mahi ngÄtahi ana i ngÄ mahi i mua i ahau.
|
Wini
I agree with you. I would never put my culture to the side, it is a part of me. It’s not possible, let me say, to be something else and carry on with my work.
|
|
Heeni
Te rerekÄ“tanga, ka taea e au i roto i te akomanga MÄori te tÅ« pakari i roto i te reo MÄori me Åna tikanga, ki te tÅ« pakari me te mÅhio kei waenganui au i Ä“tahi atu e kaha ana ki te whai i tÄ“rÄ Ähuatanga. Kei te hoki atu au ki te akomanga auraki nÄ te mea i reira au i tino mÅhio ki te ako tamaiti, tamariki. Kei te mihi atu au ki tÄ“rÄ wheako, nÄ te mea i reira i ako au he aha ngÄ Ähuatanga ako e pai ana mÅ te tamaiti.
|
Heeni
In MÄori classrooms, the difference is that I am able to stand strong in my language and culture, to stand strong in the knowledge that I am with others who are following that approach. I return to the English-medium classroom because that’s where I really learned how to teach a child, to teach children. I am grateful for that experience, because that’s where I learned good ways to teach children.
|
|
Leeana
Me kÄ« pÄ“nei: i roto i tÄ“nei mahi he nui Äku akoranga. Ko tÄ“tahi mea kua tino ako i au, kaua e whakamÄ te whakaputa whakaaro ki Ä“tahi mÄ“nÄ kei te tino Äwhina i ngÄ tamariki. Kua rongo, kua rangona e au kei te pÄ«rangi ngÄ pakeke kia mÅhio o Ä rÄtou hapa, Ä rÄtou ngoikore, me kÄ«. NÅ reira, ki te kore au e kÅrero, ka pÄ“hea nei tÄ rÄtou Äwhina?
|
Leeana
Let’s say that within this work I’ve learned a lot. One thing in particular that I have learned is not to be shy to say what I think to others if you want to help children. I’ve realised that adults want to know what mistakes they’re making, what their weaknesses are, and therefore if I don’t say anything, how can I help them?
|
|
Sarah-Jane
How do they – those who have certain knowledge around curriculum subjects that will certainly elevate them in terms of their knowledge – how do they act or communicate that knowledge and that expertise, when they themselves, you know, are a little bit anxious about acknowledging even that expertise, with their pakeke [adults], with their tuÄkana [elders]? And in some instances, I’ve had a kuia say to me, “Well, you know, just build a bridge and get over it, it’s really not an issue.†So I think that maybe the key thing is to think about that while we want to follow a kaupapa MÄori way, and look at legitimising – look at claiming a space – for our voice, for our knowledge, for our practices within, particularly within schools, I think that we have to be careful how we do that, and how we apply it. And make sure that just because we are MÄori, that we are not applying it because of that, and solely because of that. That we are doing it for the right reason and that we draw on the correct sources of knowledge to support and help us to do that.
|
|
Ripeka
Koinei te pai o tÄ“nei mea, te tiro MÄori i tÄ“nei kaupapa, i Ä“nei mahi. Kia taea e tÄtou te ao MÄori te whakapuaki, te hoatu ki te ao PÄkehÄ: “Anei anÅ tÄ“tahi huarahi, he pai mÅ te ao MÄori, he painga kei roto i tÄ“nei mÅ te ao PÄkehÄ. Tirohia, hara mai, tirohia, noho mai ki ahau, i te taha i ahau. Kei a ia Ä“nei kai o te ao MÄori, Äkene pea kei reira he painga mÅ te ao PÄkehÄ.†MÅhio tonu atu mÄtou he painga mÅ te ao MÄori, kei reira pea Ä“tahi mÅ te ao PÄkeha.
|
Ripeka
That’s the beauty of this, a MÄori perspective in this field, in this work. So that we can open the MÄori world and share it with the PÄkehÄ world: “Here is another way, one that is good for the MÄori world, and that also benefits the PÄkehÄ world. Look, come on, see, sit with me, this is what we MÄori have to offer, and perhaps you will see there are benefits for PÄkehÄ too.†We know the benefits for MÄori, and there are also benefits for PÄkehÄ.
|
|
Leeana
Kua ako pea hoki ahau … kei te ako tonu ahau. NÅ reira kei te pai hoki tÄ“rÄ i runga i taku ako. KÄore e kore ka tutuki ki te taha o ngÄ tamariki. Kua ako hoki ahau kia kaua e mataku ki te kÅrero ki te tangata. AnÄ, i reira pea ka tika ka puÄwai ngÄ mahi katoa.
|
Leeana
I have also perhaps learned that I am still learning, and therefore that’s okay. I will achieve this alongside my students. I’ve also learned not to be scared to talk to people or to ask for help. By doing that, I will perhaps grow and develop in my work.
|
|
Leeana
I learned from the kuia that they just have a strength of knowing who they are, where they come from, and how that works in this world in 2008. So that by knowing who you are, and having the courage to talk, some of these things are not really challenges at all.
|
