Tīkanga ā-Iwi

Te Takanga o Te Wā | Webinar 5 – Tikanga ā-Iwi (Transcript)

Tēnā koutou e mātakitaki mai nā i tēnei whakaaturanga poto e hāngai ana ki te whenu hou o te Tikanga ā-Iwi e kīia nei ko Te Takanga o Te Wā. Ko Hēmi Dale tōku ingoa, he uri whakaheke ahau nō Muriwhenua, nō ngā iwi o Te Rarawa me Te Aupōuri. Ko māua tahi ko Anahera McGregor ngā kaituhi matua o te whenu hou nei o Te Takanga o Te Wā.

Hei tīmata i aku kōrero, kia kōrero ahau mō te whāinga matua o te Tikanga ā-Iwi, arā, te tū tangata o ā tātou ākonga i te ao Māori, i te ao whānui anō hoki kia taea ai e rātou te uru kaha, uru i runga i te haepapa me te mōhiohio i roto i ngā mahi waihanga porihanga. Koirā te whāinga matua, te wawata, te moemoeā rānei o te Tikanga ā-Iwi, kia tū tangata ā tātou ākonga hei kirirarau mātātoa i Aotearoa nei.

Nā, koia nei ngā whenu o te Tikanga ā-Iwi:

Whenu tuatahi – ‘Te Whakaritenga Pāpori me te Ahurea’. Ko tōna aronga ko ngā mōtika, ngā tūranga, me ngā haepapa o te tangata.

Ko ‘Te Ao Hurihuri’, kei te hāngai ki te tangata me ngā tūāhua o mua, te pānga hoki o ērā tūāhua o mua ki nāianei, ki āpōpō hoki.

Nā, te tuatoru o ngā whenu, ko ‘Te Wāhi me te Taiao’. Ko tōna aronga ko ngā pāhekohekotanga o te tangata me te taiao, ngā mahi hoki a te tangata hei tiaki i te taiao, hei atawhai i te taiao.

Ko ‘Ngā Mahi Ohaoha’ kei te hāngai ki ngā mahi a te tangata hei whakamahi, hei tohatoha, hei whakahaere hoki i tēnei mea te ‘rawa’, otirā, te titiro hoki ki ngā mahi, ngā huarahi hoki e uru atu ai te tangata ki ngā mahinga ohaoha.

‘Te Takanga o Te Wā’, koirā tā tātou whenu hou, e titiro ana ki te ao Māori me te hītori o Aotearoa. Kua whakaurua ai kia whai wāhi ā tātou tamariki ki te ruku hōhonu ki roto i te hītori o Aotearoa, te āta titiro hoki ki te ao Māori o neherā, tae noa mai ki tēnei wā hoki.

Nā, ko tā tēnei whakaahua, he whakaatu i ngā hononga kei waenga i Te Takanga o Te Wā me te ako a te tamaiti. Ana, kei te kitea ake, ko te titiro a te tamaiti ki tōna ao me kī, tōna whānau, tōna hapori, tōna rohe, tōna hapū, iwi hoki, te ako i ngā kōrero tuku iho, me ērā tūmomo kōrero. Ā tōna wā, te ako hoki mō Aotearoa me ngā tūmomo kaupapa kua whakaawe, kua papā rānei ki a tātou i roto i ngā tau, tae noa mai ki tēnei wā tonu.

Ko te huarahi ako o te Tikanga ā-Iwi, ko te pakirehua pāpori. E toru ngā wāhanga o te pakirehua pāpori. Ko te wāhanga tuatahi, ko te whai wāhi o te ākonga ki te whakawhanake mōhiotanga ki tētahi kaupapa. Tuarua, ko te whai wāhi o te ākonga ki te whakawhanake māramatanga ki tētahi huatau, otirā, ki te whanonga tangata, me kī. Tuatoru hoki, kia whai wāhi te ākonga ki te whakapakari i ōna pūkenga pakirehua, arā, te hanga pātai, te tukatuka mōhiohio, te whiriwhiri i ngā mōhiohio e whai take ana ki te kaupapa e whāia ana, te whakahiato i ngā mōhiohio, te whakatakoto hoki i ana kitenga e pā ana ki te kaupapa e tirohia ana.

Mō tēnei mea te ‘māramatanga’, he mea nui tonu kia whai wāhi te ākonga ki te torotoro i ngā tirohanga rerekē a te tangata, ahakoa te kaupapa. Me whakarite kia whai wāhi te ākonga ki te titiro ki ngā tirohanga rerekē a te tangata, ngā take i pēnei ai, e pēnei ana rānei ngā whakaaro o tētahi tangata, o tētahi rōpū. Ana, he mea nui tēnā i roto i te Tikanga ā-Iwi. Āhua rite nei ki te kuhu i ngā hū o tētahi atu, me te hīkoi hoki i a koe e mau ana i ērā hū. Ko te wāhanga whakamutunga hoki, kia whai wāhi te ākonga ki te tirotiro take, te tautohu me te arotake otinga, te whakatau huarahi hei whakatutuki i tētahi kaupapa pāpori, me te arotake anō hoki i ērā mahi āna. Koirā te huarahi ako i roto i te Tikanga ā-Iwi. Ko tēnei te huarahi ako ka whakamahia i raro i te maru o te whenu hou, o Te Takanga o Te Wā.

Nā, e kīia ana te kōrero, ‘Mā te huruhuru te manu ka rere’. Nō reira, he mea nui kia whai wāhi ā tātou ākonga ki te torotoro i ngā tūmomo rauemi e wātea ana ki a rātou. Heoi anō rā, kia whakaakona rātou ki ngā pūkenga e titiro arohaehae rātou ki ngā rauemi e tirohia ana, ki ngā whakamāoritanga e whakaputahia ana i roto i ētahi o ngā rauemi. E mōhio ana tātou, mēnā ka whakaaro tātou mō te hītori o Aotearoa, he nui ngā whakamāoritanga o mua kāore i te whakaponotia i ēnei rā. Nō reira, ko tāku e kī ana, me whakaako i ā tātou tamariki, kia taea e rātou te āta titiro ki tēnei mea te rauemi, kia kite rātou i tēnei mea te ‘rītaha’, mehemea he rītaha kei roto i te rauemi, he aha rānei ngā tirohanga kei roto, kei muri, kei raro rānei i ngā kōrero o te rauemi. Kia whai wāhi hoki ngā tamariki ki te titiro ki ngā rauemi ā-tangata, ngā rauemi tuku iho, ngā tuhinga o mua, me te whānuitanga o ngā tūmomo rauemi e wātea ana ki te ākonga. Ko te kupu whakamutunga pea ki ā tātou kaiako e wātea nei ki te ako mō te hītori o Aotearoa. Mā tā tātou ako mō te hītori o Aotearoa ka hōhonu kē atu te ruku o ā tātou ākonga ki roto i taua hītori o Aotearoa, me te hītori e pā ana ki a ngāi tātou, te iwi Māori. Heoi anō, kāti noa i kōnei ēnei kōrero āku.

Haumi e, hui e, Te Takanga o Te Wā e!

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Translation

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Te Takanga o Te Wā | Webinar 5 – Tikanga ā-Iwi (Translation)
Greetings to you all who are watching this short webinar on the new strand of Tikanga ā-Iwi called Te Takanga o Te Wā. My name is Hēmi Dale, I hail from Muriwhenua, from the tribes of Te Rarawa and Te Aupōuri. Anahera McGregor and I are the main writers of this new strand, Te Takanga o Te Wā.
To begin with, let me talk about the main goal of Tikanga ā-Iwi, that is, our children stand proudly in a Māori world and in the wider world, so that they can participate confidently, participate responsibly and knowledgeably in shaping society. That’s the main goal, the aspiration or vision of Tikanga ā-Iwi. That our students stand proudly as active citizens here in New Zealand.
Now, here are the strands of Tikanga ā-Iwi.
First strand – ‘Social Organisation and Culture’. Its focus is on people’s rights, roles, and responsibilities.
‘The Changing World’, is about people and past events, and the impact of those past events today and in the future.
Now, the third strand is ‘Place and Environment’. Its focus is peoples’ interactions with the environment, and also the work that people do to care for the environment, to sustain the environment.
‘The Economic World’, is about the ways people use, allocate, and manage resources, and also looks at the reasons, and the ways that people engage in economic activities.
‘Te Takanga o Te Wā’, this is our new strand which looks at the Māori world and New Zealand’s history. It has been included to provide our children with the opportunity to deep dive into the history of New Zealand, to also look at the Māori world of the past, right through to the present day.
Now, this picture shows the connections between Te Takanga o Te Wā and the child’s learning. As you can see, it’s how the child views their world, their family, their community, their region, their sub-tribe, their tribe. Learning history and stories of the past. In time, also learning about New Zealand and the types of events that have influenced and have shaped us over the years, right through to the present day.
The teaching approach used in Tikanga ā-Iwi is called ‘Social Inquiry’. There are three parts to a Social Inquiry. The first part, is for the student to have the opportunity to develop their knowledge of a certain topic. Second, is for the student to have the opportunity to develop their understanding of a concept, specifically, human behaviour. And third, is for the student to have the opportunity to strengthen their inquiry skills, that is, asking questions, discerning which information is relevant to the topic, collating the information, and communicating what they find out about the topic they are learning.
In terms of understanding, it’s important that students have the opportunity to explore different human perspectives, regardless of the topic. We need to ensure that students have the opportunity to look at different perspectives, and the reasons why the perspectives of an individual or a group may differ. That’s a big thing within Tikanga ā-Iwi. It’s kind of like putting someone else’s shoes on, and walking while you’re wearing those shoes. The final part, is for the student to explore the issues, identify and evaluate outcomes, identify a way to respond to a social issue, and reflect and evaluate their work. That is the teaching approach used in Tikanga ā-Iwi. This is also the teaching approach that will be used in the new strand, Te Takanga o Te Wā.
Now, the saying goes, ‘Adorn the bird with feathers so that it can fly’. It’s important that learners have the opportunity to explore the various resources available to them. Also, that they are taught the skills to critically analyse the resources that are being looked at, and the interpretations within some of those resources.
As we know, if we think about the history of New Zealand, there are many past interpretations that aren’t trusted today. So, what I am saying is that we must teach our children to look carefully at a resource so they see for ‘bias’, if bias is present, and also what the underlying perspectives are in a resource. Children should also have access to people resources, resources and writings from the past, and the full breadth of resources that are available.
Maybe the last word is to our teachers who are learning about the history of New Zealand. Through learning New Zealand’s history ourselves, our students will be able to dive even deeper into that history, and our history, the history of the Māori people. Anyway, I will stop what I am saying here.
Haumi e, hui e, Te Takanga o Te Wā e!