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Wāhanga 10 – Te pātai rangahau a Leeana
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Clip 10 – Addressing Leeana’s question
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Ripeka
Me tiakina, me tiro atu ki ngā tikanga hei taonga kia tika. Mehemea kua kapohia e tātou i ngā tikanga a ngā mātua, a ngā kuia koroua, kua whakapakeke i roto i ērā tikanga kua uru katoa i te wairua o aua tikanga ki roto i te tangata, mā ērā rā koe, koinā ngā mea hei āwhina i a koe te tū mārō i roto i tēnei ao Pākehā.
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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 Pākehā world.
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Wini
Whakaae ahau ki ōu kōrero. Korekore rawa i whakamahi aku tikanga purua ki te taha, ka hīkoi ngātahi ērā i roto i ahau. Ehara i te … me kī, te tū i runga i tētahi atu mana engari ko tērā tāku mana e haere ana, e mahi ngātahi ana i ngā mahi i mua i ahau.
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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.
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Heeni
Te rerekētanga, ka taea e au i roto i te akomanga Māori te tū pakari i roto i te reo Māori me ōna tikanga, ki te tū pakari me te mōhio kei waenganui au i ētahi atu e kaha ana ki te whai i tērā āhuatanga. Kei te hoki atu au ki te akomanga auraki nā te mea i reira au i tino mōhio ki te ako tamaiti, tamariki. Kei te mihi atu au ki tērā wheako, nā te mea i reira i ako au he aha ngā āhuatanga ako e pai ana mō te tamaiti.
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Heeni
In Māori 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.
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Leeana
Me kī pēnei: i roto i tēnei mahi he nui āku akoranga. Ko tētahi mea kua tino ako i au, kaua e whakamā te whakaputa whakaaro ki ētahi mēnā kei te tino āwhina i ngā tamariki. Kua rongo, kua rangona e au kei te pīrangi ngā pakeke kia mōhio o ā rātou hapa, ā rātou ngoikore, me kī. Nō reira, ki te kore au e kōrero, ka pēhea nei tā rātou āwhina?
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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?
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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 tuākana [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 Māori 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 Māori, 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.
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Ripeka
Koinei te pai o tēnei mea, te tiro Māori i tēnei kaupapa, i ēnei mahi. Kia taea e tātou te ao Māori te whakapuaki, te hoatu ki te ao Pākehā: “Anei anō tētahi huarahi, he pai mō te ao Māori, he painga kei roto i tēnei mō te ao Pākehā. Tirohia, hara mai, tirohia, noho mai ki ahau, i te taha i ahau. Kei a ia ēnei kai o te ao Māori, ākene pea kei reira he painga mō te ao Pākehā.” Mōhio tonu atu mātou he painga mō te ao Māori, kei reira pea ētahi mō te ao Pākeha.
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Ripeka
That’s the beauty of this, a Māori perspective in this field, in this work. So that we can open the Māori world and share it with the Pākehā world: “Here is another way, one that is good for the Māori world, and that also benefits the Pākehā world. Look, come on, see, sit with me, this is what we Māori have to offer, and perhaps you will see there are benefits for Pākehā too.” We know the benefits for Māori, and there are also benefits for Pākehā.
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Leeana
Kua ako pea hoki ahau … kei te ako tonu ahau. Nō reira kei te pai hoki tērā i runga i taku ako. Kāore e kore ka tutuki ki te taha o ngā tamariki. Kua ako hoki ahau kia kaua e mataku ki te kōrero ki te tangata. Anā, i reira pea ka tika ka puāwai ngā mahi katoa.
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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.
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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.
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