Strengthening our commitments to Te Tiriti O Waitangi
As a Pākeha born in Aotearoa, I celebrate the bicultural heritage of our nation and continue to learn about the colourful history of our beautiful country. Yet, as the descendent of European settlers, at times I struggle with the guilt of it all.
I see the loss. I see the heartache. I see the power imbalance. I see the unfairness. And it can leave me feeling overwhelmed and unsure how to proceed.
Then I remember to take one small step. And for me that step is learning.
The Matariki celebrations of 2022 felt like such a powerful time for our nation. The public holiday to acknowledge and celebrate Matariki and a new dawn for us, as New Zealanders, brought more understanding to what Matariki means, not only for Māori but for everyone who calls Aotearoa home. This is one example of the steps that we are taking as a nation to move forward.
We know more. We can do better. We are learning. Together.
In Our Code Our Standards it states ‘We recognize Te Tiriti o Waitangi as a founding document of our nation’ it goes on to say ‘As teachers, we understand this has an implication in all of our practice.’ We might say that today Te Tiriti o Waitangi is seen as a responsibility and dedication under which Māori and all other New Zealanders can live together in the spirit of honourable relationships, promising to take the best possible care of each other.
I spoke to three educators with Māori heritage about how others, like me, can better understand and deepen their commitment to the principles of Te Tiriti o Waitangi in our learning spaces. And about how they honour Te Tiriti o Waitangi at their place everyday. This is what they had to say…
James Graham from Kōwhai Intermediate says:
We have a “Māori first” policy where instead of designing learning and then adding a Māori lens, we start by firstly looking at how it works for Māori and then cast other lenses over it. We start and end the day with karakia and class hui. We have also decided this year to look at a singular focussed inquiry with a Māori element each term, for example one term we will focus on Matariki, and the next is Whenua. Having this focus has aligned our teaching and allowed for more collaboration across the learning spaces.
It is essential that we truly know our Māori students and build a trust based relationship with their whānau. In our team we have identified all our Māori students, made contact with their whānau and really worked hard to build and maintain relationships with them. Whilst we know what the data says about each student, we also know their Iwi, their whakapapa and how that student learns best. It's all encompassing. As leaders we drive this practice throughout the kura and ensure it is modelled to a high standard.
There are so many amazing resources that are freely available but the number one resource will always be people. I am extremely fortunate to work in a kura with Whānau Pounamu, our Māori immersion unit. I have learnt so much from both them and their rangatahi over the past couple of years and I see the rest of my team doing the same. Teachers need to understand that we work in a system that for a time tried to erase Māori culture and language from our schools, it is now our responsibility to make sure that Te Reo and Tikanga not only survive, but thrive.
Whaea Amber from Te kura o Matapihi says:
If we are truly honouring Te Tiriti o Waitangi in the classroom, this would look like teachers catering to individual learning styles, using their interests and experiences in the lessons and giving tamariki a voice to say how they want to complete work. It could include ensuring the tamariki know why they are learning something and how it is relevant to them as individuals, now or in the future. We need inclusion - of all ideas, beliefs and opportunities, sharing these and making them visible in a caring environment. It is so important to know the whānau and what is happening in their lives so that you can change up your programme to cater to them emotionally if they need it.
It is essential for kaiako to provide consistency and follow-through, being that dependable person students need in their lives. We need to recognise who our learners are, how they communicate, how they work best, and more importantly, have them understand this as well. Use student voice to help you understand what their aspirations are and their plans for development. Acknowledge the students in your care for who they are. When you greet each individual tamaiti (child) in the morning, or whenever they arrive, they are still greeted in the same way. Understanding you are acknowledging not only them but all their ancestors before them, and when you look at someone in that way, it is so much more meaningful and powerful, for both of you.
Miringa Silipa from Whangarei Intermediate says:
In order to deepen your understanding and commitment to Te Tiriti o Waitangi you first need to be open minded, to have a positive attitude, to actually genuinely want to learn about it, just like with anything you don’t have to agree with everything but knowing, learning and developing a deepened understanding of Te Tiriti o Waitangi builds knowledge. And building knowledge of Te Tiriti o Waitangi is key! Knowledge empowers you to be informed. Being informed allows you to develop an understanding of events from all perspectives and clarifies misunderstandings. By developing an understanding you then develop empathy and find it easier to care and when you care you have a positive regard for that student and naturally develop a commitment to their wellbeing - tinana (physical), wairua (spiritual), taha hinengaro (mentally & emotionally) and whānau (relationships).
Building whanaungatanga with the end goal of developing Mana motuhake - empowerment of our rangatahi demonstrates a commitment to tangata whenuatanga. Starting with building those relationships with akonga Māori, their whānau, aunties, uncles, and grandparents. By listening to and sharing what is important and what matters. It is vital to ensure each akonga is aware of every single person who is standing behind them to awhi - influence and support them in learning and life. From their whānau, friends, kaiako, sport coaches, church leaders and so forth. Doing so deepens our understanding of that child therefore allowing us to then work together to plan goals, aspirations, to feedback and feed forward on their progress, it opens the lines of communication in times where the child is maybe struggling and also to celebrate the child’s wins.
It is important to get to know all learners regardless of their gender, age, culture, religious choices or beliefs, but as kaiako our responsibility in demonstrating a commitment to tangata whenuatanga and Te Tiriti o Waitangi we still need to affirm our “Māori ākonga as Māori'' it is our responsibility to ensure our Māori ākonga are immersed in a learning environment full of Māori opportunities, and experiences. Where their language, culture, tikanga, their identity and who they are as Māori is understood, encouraged and supported. Just as leaders and principals of kura, also have a responsibility in demonstrating a commitment to tangata whenuatanga and Te Tiriti o Waitangi and affirming their “Māori kaiako as Māori', where Māori kaiako and who they are as Māori is understood, encouraged and supported too.
