Revitalising Māori Language Provision in a city post-earthquakes:

Education Renewal for Māori Language Programmes in the Greater Christchurch Area

Ko ō mātou kāinga nohoanga, ko ā mātou mahinga kai, me waiho marie mō mātou, mō ā mātou tamariki, mō muri iho i a mātou! Kemps Deed 1848

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KA OI A RUAUMOKO

KA OI TE AO MĀTAURAKA !

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The land shakes and moves

The education system needs a shake up too!

http://www.youtube.com/watch?feature=endscreen&v=SNFZ6qZbDQM&NR=1

http://www.youtube.com/watch?v=S3kGPyL84CY

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Map circa 1848

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Disaster preparedness

Recent disasters in Haiti and Pakistan in 2010 showed the need to “use knowledge, innovation and education to build a culture of safety and resilence at all levels” as articulated in the Hyogo Framework for Action 2005-2015.

The role of education for disaster risk reduction strategies can thus be presented according to three types of activities: 1) Save lives and prevent injuries should a hazardous event occur, 2) Prevent interruptions to the provision of education, or ensure its swift resumption in the event of an interruption, and 3) Develop a resilient population that is able to reduce the economic, social and cultural impacts should a hazardous event occur.

Pre–quake Provision

Only 13 out of every 100 Māori children who start at high school in Christchurch get to Year 13 (graduate from High school with University Entrance).

Pre-quake there were 8,171 Māori children in schools in the greater Christchurch area, including Waimakariri and Selwyn.

By September 2011 only 7,617 are left. Māori made up 554 of the 1235 children who left the region.

Of the 7, 600 left, if we continue to be passive in education then less than 1000 children out of the 7,600 left will get to Year 13.

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Who’s in Charge of Long-Term Community Recovery?

It is unclear which agency, organization, department or individual in the larger network of aid providers is responsible for planning for post-disaster community recovery. Local officials often begin planning for recovery after a disaster occurs and fail to involve their land use planner in decision making activities, including the development of a disaster recovery plan…Gavin Smith 2010

Disaster events provide unique opportunities to improve pre-event social, economic and environmental conditions, including the incorporation of hazard mitigation into recovery (Berke, Kartez & Wenger, 1993; Rubin & Barbee, 1985; Homer-Dixon, 2006).

Others argue that disasters provide “opportunities” for those in positions of power (namely economic development interests), not necessarily disaster victims or the community as a whole (Vale & Campanella, 2005).

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A significant proportion of the 132 million children out-of-school worldwide, live in countries affected by war and natural disasters. Achieving Education for All requires that we ensure learning opportunities for these children and youth affected by emergencies.

It is increasingly recognized that education must be a principal part of any humanitarian response. Conflict and disaster-affected communities themselves prioritize the provision of education for their children, often even before more immediate material needs. Education can save and sustain lives, offering physical, cognitive and psychosocial protection when delivered in safe, neutral spaces. Education restores routine and gives people hope for the future; it can also serve as a channel both for meeting other basic humanitarian needs and communicating vital messages that promote safety and well-being. As the UN lead agency for Education, UNESCO plays an active role in promoting education as a part of emergency response and for long-term recovery.http://www.unesco.org/new/en/unesco/themes/pcpd/education-in-emergencies/

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The Māori Response

The response to 22 February event was the immediate mobilisation of emergency workers, hospital and medical staff,volunteers and many so called ordinary citizens wo found themselves in the midst of a damaged city and traumatised population and helped out or escaped as best they could.One of our informants had to amputate the legs of a man trapped in a building; another hurrying home to his own whānau stopped to carry an injured woman-her legs crushed-from a collapsed building. All over the city and beyond, Māori networks mobilised to contact and help whānau; many chiildren were taken away to safe areas,often to the North Island and matresses were laid out in homes to help accommodate the refugees.Marae (Māori long hosues) enacted their role as communal refuges, not just in the tribal area of Ngāi Tahu but across the south Island and including North Island marae such as Pipitea in Wellington (Te Puni Kokiri,2011) Several iwi(tribes) sent in teams of tradespeople and nurses; Māori wardens came from elsewhere in the South Island and then from the North Island. Lambert 2012

Education Recovery

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Māori Leadership in the Education Recovery

Ngāi Tahu major tribe in the South Island of New Zealand.

Ngāi Tahu Leadership in the Education Recovery.

10 bilingual programmes in mainstream schools (347 children)

2 Kura Kaupapa Māori (Māori Immersion schools –Māori values driven)

6 Kōhanga reo (7 Language nests) 2 bilingual/immersion ECE centres No bilingual secondary schools

(MOE data accurate to September 1, 2011)

Dot map- showing current provision 10

Ngāi Tahu Consultation for Education Recovery Plan

Position Statement

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Strategic Priorities from consultation hui

• There will be strong Ngāi Tahu influence in education.• Quality Early Childhood Education with strong

bilingual/kaupapa Māori options will be provided.• Targeted teacher education initiatives pre-service and in-

service will be offered.• ‘Cradle to the grave’ educational options for Ngāi Tahu will

be established.• Our tamariki will achieve academic excellence and be

strong in their identity, culture, connections and Ngāi Tahutanga.

• To recognise the previous strategies that have come before but to now move to implementation as a matter of urgency. 12

ECE

SecondaryPrimary

TertiaryAdult / Lifelong

Mātauraka Kāi Tahu

Mātauraka Kāi Tahu is about valuing, renewing and strengthening our unique identity and cultural practices as Ngāi Tahu. It is about valuing the importance of place and connection by physically and conceptually anchoring our children and whanau in their natural environment where they learn about the place they live in, its rich history, traditions and their whakapapa (geneaology).

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Whānau Priorities 2012 - 2015

1. Five quality bilingual and immersion Early Childhood Education options will be established and co-located with strong bilingual / immersion schooling initiatives across the greater Christchurch area.

2. Learning communities (Puni Mātauraka or Ngāi Tahu educational hubs) based on the concept of the Pā or Wānanga and which includes inter-generational learning on the same site will be established. This site could include community and social services. (Charter school?)

3. Strong bilingual secondary schools are established.

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System Capability 2012 – 2015

Focussed Ngāi Tahu influence and leadership with local ECE providers to enhance the provision of kaupapa Māori, Te Reo and cultural competency. (eg ABC, Kids First, Kōhanga Trust)

Focussed Ngāi Tahu influence and leadership with all local teacher education providers to enhance the provision of kaupapa Maori, Te Reo and cultural competency. Teacher education providers will be accountable and carefully monitored on their progress. This includes best practice in-service professional development for Māori Medium and mainstream educators will be provided all levels from ECE-schooling.

An innovative and exciting Māori Medium / kaupapa Māori teacher training course in Te Wai Pounamu will be developed in partnership with Ngāi Tahu.

Monitoring of the above by Mātauraka Mahaanui.15

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Iwi-Tribal Leadership and Authority in Education

1. A Waitaha Education Authority known as Mātauraka Mahaanui will be established and resourced through the MoU with the Ministry of Education. This group will complete the following:

Drive strategic educational leadership and influence for Ngāi tahu Tribal

Councils-Rūnaka and Ngāi Tahu whānau in the greater Christchurch area. Focus on implementation of initiatives from conceptual stage to full

development with the Ministry of Educaiton and key agencies. Develop partnerships and work collaboratively with targeted educational

groups to achieve these initiatives.

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Proposal 1.2: That a Waitaha Education Authority be established by Ngāi Tahu.

Proposal 2.2: To ensure that the identities, languages, and culture of learners continue to be valued and supported in Early Childhood Education.

Proposal 3.5: To ensure that the identities, languages, and culture of learners continue to be valued and supported for school-age learning.

Proposal 4.5: To continue catering for priority groups for post-compulsory education.

Draft Education Renewal Plan Launched May 10, 2012

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Mātauraka Mahaanui-established October 2012-May 2013

Draft Māori Medium Strategy ready for consultation

Māori medium provision-Future needs 2013-2018Schools and Early Childhood Centres subject to mergers and closures-newspaper articles from May 2013

As at May 30th –Schools closing with bilingual programmes Manning, Branston, Richmond.

Schools merging Aranui, Woolston, Freeville.

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Phase 3- Educational Renewal Greater Christchurch Area

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Example of Māori Leadership/ Indigenous Leadership post disaster- Response,Recovery and Renewal.

Note still in Renewal Phase for at least the next 5 years.Has created opportunities for Māori tribal leadership.

Has created opportunites to enhance the education of Māori children and strengthen the revitalisation of Māori language.

Still work in progress but the challenge will be to ensure provision is cordinated and implemented in collaboration with Māori/Ngāi Tahu.

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 Puritia tāwhia kia itaTe mana tupuna Te mana whenua Te mana tangata! 

Hold fast and firmTo my inherited authorityTo my right to this landTo my freedom and right to self determination!