WHĀNAU
AND HAPŪ
Whānau and Hapū knowledge supports the education of their tamariki:
The kaupapa Māori approach to the research aspect of this project continues to be an effective way of working with communities. The ‘ on the ground work‘ promotes the informal approach as follows; Kanohi ki te kanohi.
Manaakitanga, illustrated through the information-gathering process that is conducted in an environment that is comfortable for the participants.
Whanaungatanga, members take ownership of the project by identifying and deploying whanau that are known and respected in their communities.
Tikanga, the foundation that encompasses the way in which the project is conducted and acknowledging the expertise and experience of kaumātua whilst drawing out the fledgling thoughts of the younger community.
Mana tangata relates to the value that the researcher places on each whānau member's contribution to the project.
Wānanga – the process of shared learning. In this instance the learning and the experience remains in the community which allows whānau to engage and teach others.
The cluster 3 schools (Galatea Primary, Te Kura Toitū ō Te Whaiti-nui-ā-Toi,Te Wharekura ō Huiarau, Te Kura ō Waikaremoana and their communities) are a diverse range of schools which include, mainstream, bilingual, special character and full wharekura. The expected outcomes of the programme are to consult with whānau and hapū, identify key focus areas and develop and monitor a whānau capability building programme based on the key focus areas.
Key to the project is the relationship of the Whānau and Hāpū Engagement co-ordinator, who has been a member of TEA since its inception, is also the current Board Chairman of Te Kura Toitū ō Te Whaiti-nui-ā-Toi, and most recently the interim chairman of the TEA Trust Board. This means he has developed a unique relationship with many of the Principals and Chairpersons of TEA schools and understands the challenge/s that faces the schools and their communities.
Whānau and hapū are defined by the Cluster 3 report as being more than the parents and caregivers of students in the kura – it also includes unemployed, kuia, kaumātua and other community members who do not have any children. Their inclusion ensures that the whakatauki ‘ he iwi tau ukiuki‘ (it is best to influence children 100 years before they are born) will become a reality.
Initial steps were taken to try and address the immediate needs of whānau and hapū in the the cluster 3 community of Minginui – Te Whaiti. Prior to offering courses, four things had to be determined – who, what, where, and how much? Once settled, a second survey was distributed (ā-tinana) to gauge the degree of interest. The surveys revealed the ideal approach of kanohi ki te kanohi or ‘face to face‘, is preferable to distributing surveys via school newsletter or mail evidenced by a 100% response to interviews conducted in Minginui. A note of caution is mentioned in the developing of a relationship within each community, the kaupapa Māori approach requires having a key person or persons within each community which can be impractical as most schools found it easier to send information home with the students.
Three focus areas were identified as being of interest to the community.
Whānau and Hapū knowledge supports the education of their tamariki:
The kaupapa Māori approach to the research aspect of this project continues to be an effective way of working with communities. The ‘ on the ground work‘ promotes the informal approach as follows; Kanohi ki te kanohi.
Manaakitanga, illustrated through the information-gathering process that is conducted in an environment that is comfortable for the participants.
Whanaungatanga, members take ownership of the project by identifying and deploying whanau that are known and respected in their communities.
Tikanga, the foundation that encompasses the way in which the project is conducted and acknowledging the expertise and experience of kaumātua whilst drawing out the fledgling thoughts of the younger community.
Mana tangata relates to the value that the researcher places on each whānau member's contribution to the project.
Wānanga – the process of shared learning. In this instance the learning and the experience remains in the community which allows whānau to engage and teach others.
The cluster 3 schools (Galatea Primary, Te Kura Toitū ō Te Whaiti-nui-ā-Toi,Te Wharekura ō Huiarau, Te Kura ō Waikaremoana and their communities) are a diverse range of schools which include, mainstream, bilingual, special character and full wharekura. The expected outcomes of the programme are to consult with whānau and hapū, identify key focus areas and develop and monitor a whānau capability building programme based on the key focus areas.
Key to the project is the relationship of the Whānau and Hāpū Engagement co-ordinator, who has been a member of TEA since its inception, is also the current Board Chairman of Te Kura Toitū ō Te Whaiti-nui-ā-Toi, and most recently the interim chairman of the TEA Trust Board. This means he has developed a unique relationship with many of the Principals and Chairpersons of TEA schools and understands the challenge/s that faces the schools and their communities.
Whānau and hapū are defined by the Cluster 3 report as being more than the parents and caregivers of students in the kura – it also includes unemployed, kuia, kaumātua and other community members who do not have any children. Their inclusion ensures that the whakatauki ‘ he iwi tau ukiuki‘ (it is best to influence children 100 years before they are born) will become a reality.
Initial steps were taken to try and address the immediate needs of whānau and hapū in the the cluster 3 community of Minginui – Te Whaiti. Prior to offering courses, four things had to be determined – who, what, where, and how much? Once settled, a second survey was distributed (ā-tinana) to gauge the degree of interest. The surveys revealed the ideal approach of kanohi ki te kanohi or ‘face to face‘, is preferable to distributing surveys via school newsletter or mail evidenced by a 100% response to interviews conducted in Minginui. A note of caution is mentioned in the developing of a relationship within each community, the kaupapa Māori approach requires having a key person or persons within each community which can be impractical as most schools found it easier to send information home with the students.
Three focus areas were identified as being of interest to the community.
- Access to long distance learning
- Learning to be delivered within the community (local school or learning facility)
- Access to high speed broadband to support their learning.