Nau mai, haere mai ki te Te Whare Wananga o Awanuiarangi

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Transforming Leadership Te Whare Wananga o
Awanuiarangi indigenous-university
Nau mai, haere mai ki teTe Whare Wananga o
Awanuiarangi Presentation By Distinguished
Professor Graham Hingangaroa Smith PhD, D.Litt.
(Hon Causa)
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The Maori Education struggle rests on the
shoulders of many
The Maori Education struggle rests on the
shoulders of many
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A Key Strategy
Introductory comments Leadership and Education
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Leadership Descriptive Capacities

• Traits (personality modes extrovert, assertive,
  ambitious, tolerant, etc)
• Styles (behavioral modes autocratic, flexible,
  inclusive, detail oriented, etc)
• Capacities (ability to receive, retain, hold
  knowledge, ability to do something, possibilities)

(c.f. Sharon A. McDade, 1998)
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Cross-cultural misinterpretations
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Leadership

• Indigenous contexts can be complex not just
  different
• need ability to understand leadership beyond one
  framework, viewpoint, mode of behavior, style

Stanley Hiroti, Ringawera
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Transforming Leadership

• A Transactional / transformational combination is
  important for indigenous contexts.
• Transformational Leadership leaders motivate
  others by raising their expectations beyond their
  own self-interest for the sake of the institution
• leaders find ways to give a different form to a
  process, organization so that others relate to
  the institution and the mission in new more
  productive ways

(c.f. Sharon A. McDade, 1998)
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Indigenous Leadership is complex and traditional
modes still count
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Transforming Leadership(practice praxis)

• Positive and proactive
• Revitalization and survival
• Connect reality to big picture
• Understanding societal politics
• Innovative and imaginative
• Able to connect /communicate
• A moral / ethical platform

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Womens Leadership and Power
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Ngati Awa Treaty Settlement(Crown Tribe)
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Education and Schooling as a site for Leadership
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Indigenous Transforming Leadership

• focus on and understand Transformation /
  Transforming
• model and account for language, culture,
  knowledge (identity)
• develop critique that is accurate and insightful
  understand multiple sites of engagement
• move beyond pathology and reactive politics
• alert to the politics of distraction Politics of
  engagement

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Indigenous Transformative Leadership

• 6. Need to grow own cultural options as well as
  cross-cultural opportunities
• 7. Need to struggle over education schooling
  and key elements e.g. (validity of indigenous
  knowledge theorizing)
• 8. Need to be able to articulate (theorize)
  struggle in our own terms
• 9. Need to focus on prioritize change/
  transformation
• 10. Need to act proactively, positively
  inclusively.

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A Key Strategy
Learning from the 25 Year Maori Educational
Revolution
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Learn the Lessons of the 25 Year Revolution (1982
-2007)
Re-new and/or embark on new journeys.
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A Key Understanding in regard to transforming
socio-economic crises

• There is limited scope for the socio-economic
  re-development of Indigenous populations without
  a prior or simultaneous educational
  revolution.

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The Real Revolution of the 1980s
was a revolution in thinking it was a shift by
Maori from being reactive to being proactive
to taking responsibility to make change for
themselves and not wait for other peoples
permission. (Smith, G.H. 2000)
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A Key Strategy
Understand New Formations of Indigenous
Colonization
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Key Sites for Colonization (in Traditional
Models)

• School/ Education (The production and
  reproduction of selected knowledge - dominant
  western knowledge)
• The Church (The civilising, saving souls,
  domestication role)
• The State (The co-option of the Westminster form
  of democracy)

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Traditional Modes of Colonisation

• Material Dispossession
• land
• language, knowledge and culture
• Cultural Oppression
• reproduction of Pakeha/ Non-native cultural
  dominance
• Economic Exploitation
• the perpetuation of social/ economic
  marginalisation

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New formations of colonization often involve the
commodification of cultural knowledge
Often formed at the intersection of cultural
oppression and economic exploitation
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A Key Strategy
More Fully Understand Transformation
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Focus on Transformation

• What counts as meaningful transformation?
• How do we know we have transformation?
• Transformation for whom?
• Transformation by whom?
• Whose interests are being served?
• The Status Quo Isnt Working!

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Self-Determining

• Indigenous peoples must initiate own plans
• what is desired and how you can get there
• Not all the good ideas are in the
  institutions the organic community approach
• engage with the System from a position of
  knowledge and some confidence (No one group has
  all the answers!) Need to work together in
  different ways.

The status quo is not working
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Genuine Reform or the same old bad habits?
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Transformation Changing the model

• Model A (Linear developmental)
• Conscientization Resistance Transformative
  Action
• Model B (Circular Praxis)
• Resistance
• Conscientization
• Transformative Action

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A Key Strategy
Develop Critical Understandings
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Education Schooling remain problematic
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Tertiary Education has been problematic for Maori
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The Politics of Truth

• Understand limitations and strengths
• No one is pure
• Own up understand where we are compromising
  (make informed choices)
• pursue moral and ethical leadership
• Beyond the mystification of culture
• Beyond the museum view of culture
• The privatized native academic
• Beyond anti-intellectualism
• There is a need to understand these issues and
  account for them within our change strategies

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Deficit Theory
Demographic factors youthful
pop. large families many dependants high
occupancy rate
Socio-economic factors low income low
status deprived style of life
Low educational attainment language problem poor
motivation limited aspiration
Socio-cultural factors Sibling
upbringing group centred way of life little
contact between children and Adult poor material
conditions
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Self Esteem Theory

• In order to develop institutional change to
  better meet the needs of culturally different
  clients - Develop strategies to .

Recognise value cater practise
Cultural Difference
To create Positive Identity Cultural
Reinforcement Self Esteem
Which also creates a comfortable environment
Where LEARNING is more likely to occur
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Neo-Liberal Hegemonies
1. Equity (Level Playing Field) 2.
Democracy (Serves Dominant Interests) 3.
Individualism (Possessive Individual) 4.
Devolution (Illusion of Power Sharing) 5.
Choice (Within Defined Parameters) 6.
Globalization (Sharing of wealth) 7.
Accountability (surveillance)
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A Key Strategy
Re-claim Indigenous Ways of Knowing
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When I went to School I was expected to learn
this map well in order to pass the National
Geography Exam
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However, there is another Map of Aotearoa / NZ
which is very different.
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Indigenous theorizing simply means that we need
to hang some indigenous theoretical tools and
methodologies on the wall of the Academy. It is
not either / or, .
Validity legitimacy of Indigenous Knowledge
ways of knowing, doing and being.
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The Selected Curriculum as Problematic
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Kaupapa Maori KnowledgeValues

• Knowledge belongs to everyone
• Individuals share knowledge for benefit of group
  (mana at stake)
• Responsibility to share knowledge
• More experienced help less experienced
• Knowledge is a sacred treasure (taonga)
• Children belong to all of the parents and vice
  versa.
• Teachers are regarded as parents (whanau)

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A Key Strategy
Grow Indigenous Scholarship and Transforming
Intellectuals
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MAI Ph.D Program 500 Maori Ph.Ds in 5 years
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Graduate Maori Students in Front of their
Communities
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CASE STUDY TE WHARE WANANGA O AWANUIARANGI
Transforming the Transforming Strategies in
Higher Education
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Location
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WhakataneKia Whakatane au i ahauNa Wairaka
NGA IWI O MATAATUA ME TE AO WHANUI
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Demographics

• The 2007census resident population for Whakatane
  was 21,778.
• Ethnic Group Totals
• European 74.6 - 13334 approx
• Mãori - 33.3 - 5867 approx
• Pacific people 2.2
• Asian - 1.9
• Other - 0.3

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A Key Strategy
Situating the Wananga - Understand History as a
Lever to the Future
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Te Teko School, Bay of Plenty circa 1900
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Land History
10,000 acres of prime Ngati Awa land confiscated
and given to endow The University of New Zealand
at Auckland (now The University of Auckland).
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Ngati Awa Treaty Settlement (2003).
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Building from the ground up getting your hands
dirty
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Claim to the Waitangi Tribunal
The Three Wananga petition the Waitangi
Tribunal Held to the same accountabilities as
other educational institutions but not given the
same resources to get there
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Settlement with Government - 25 Million 10
Million in projects Policy concessions
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Education Act 1989

• Wananga are given statutory recognition under
  section 162 of the Education Act 1989 (as added
  by section 36 of the Education Amendment Act
  1990). As such, wananga are regarded as the peers
  of universities, polytechnics, and colleges of
  education. Section 162(4)(b)(iv) states that
• A wananga is characterised by teaching and
  research that maintains, advances, and
  disseminates knowledge and develops intellectual
  independence, and assists the application of
  knowledge regarding ahuatanga Maori (Maori
  tradition) according to tikanga Maori (Maori
  custom).

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Socio Economic Deprivation The Worst Case
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Te Tahuhu o te Whare Our Mission
To respond to the ever changing needs of our
communities To reach the very heart of our
whanau, hapu, iwi, and marae To deliver
programmes in a range of modes designed to meet
the varying needs of students
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Kaumatua Hui at Te Whare Wananga o Awanuiarangi
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He Kaupapa Marara An Overview
2,700 EFTS 180 staff 3 campuses and 200 marae
sites 3 schools, 3 institutes Critical mass of
Maori PhD qualified staff, four Maori
professors Programmes from Level 1 to 13
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Te Ahuatanga i a Tatou What is Unique About us
The word Whare distinguishes us from the other
two Wananga. As a House of higher learning we
pathway students from Certificates through to PhD
in a broad range of disciplines through our three
Schools. The primary iwi relationship is with
Ngati Awa, but Te Whare Wananga o Awanuiarangi
also serves all the iwi of Mataatua, beyond that
all Maori and all New Zealanders.
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What is Unique about us?

• To be Maori, is taken for granted Maori
  language, knowledge and culture is a taken for
  granted part of the total environment.

• We have top academic Maori staff Maori PhD
  qualified staff

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A Key Strategy

• Grow Maori Scholarship
• and Transforming Intellectuals

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Pathways to Excellence

• Moving Up the Levels
• Pathways for our students from certificates to
  higher qualifications (? move onto higher
  levels??)
• Success Rates
• Successful completions are ??? (Koro?)
• Whanau ripples
• Employment opportunities
• Trades Training
• Tourism
• Filling regional needs

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SCHOOL OF GRADUATE STUDIES
SCHOOL OF UNDERGRADUATE STUDIES
NGA TAUIRA
SCHOOL OF IWI DEVELOPMENT
SCHOOLS
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• School of Indigenous Graduate Studies
• Head of School Professor Patricia Maringi
  Johnston
• Masters
• - Taught and Research stream
• Writing retreats, seminar series
• - Annual conferences
• Doctor of Philosophy
• Cohort based writing retreats
• Annual conferences
• - International connectivity
• PBRF
• Adjunct Staff
• providing a impressive
• international indigenous network

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Maori and Pakeha Doctoral students in the
Tertiary Sector 2001-2008

• Number of Maori Doctoral Students still remains
  minimal
• Privitisation of Maori academics
• Need to make provisions for Maori to be in
  communities and organisations developing and
  promoting social and economic developments.

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Environmental Studies (TAI)
Indigenous Studies (IWI)
Maori Studies (MAO)
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School of Iwi Development Head of School
Ahorangi Tu Waaka

• Network of 300 Marae around Aotearoa
• Delivery of Certificates to Bachelor degrees on
  Marae
• Knowledge transfer into community context
• Responding to growing demand for education from
  Marae
• High rate of stair casing to further study
• Build community cultural and social capital

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School of Iwi Development Te Apa Marae Kura

• Awanuiarangi offers a series of programmes,
  which support, enhance and promote cultural
  uniqueness. These courses are marae-based, and
  provide an opportunity for hapü members to
  strengthen their own distinctive cultural
  heritage. The programmes offered include waiata,
  tikanga, te reo Maori, raranga, whaikorero,
  karanga, korowai, mau rakau and whakapapa.These
  programmes do not provide students with a formal
  qualification.

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Te Ataarangi language recovery programme

• Te Ataarangi is currently part of Te Whare
  Toi (The Institute of Te Reo Maori). Te
  Ataarangi is a Maori language teaching and
  learning methodology that utilises the Rakau
  method to learn Te Reo Maori.
• There are two Te Ataarangi papers offered at
  Awanuiarangi
• Certificate in Maori Language (Te Pokaitahi a Te
  Ataarangi)
• Advanced Certificate in Maori Language(Te
  Pokairewa a Te Ataarangi)

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School of Undergraduate Studies Head of School
Professor Wiremu Doherty

• Certificates to Bachelor degrees
• 3 Campuses Whakatane, Auckland, Wellington
• Delivery of Certificates to Bachelor degrees
• - Bachelor of Maori Nursing
• - Bachelor of Environmental Studies
• - Bachelor of Education
• - Bachelor of Humanities (2010)
• - Bachelor of Matauranga Maori
• - Bachelor of Art Visual Culture

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Matauranga Maori Language Excellence (Te Whare
Toi mo te Reo Maori)

• Te Whare Toi mo te Reo Maori has the duty of
  developing excellence in Maori language research,
  learning and teaching and for helping Maori
  language to continue as a spoken language.
• Currently all Reo Maori programmes delivered at
  the Whakatane campus of Te Whare Wananga o
  Awanuiarangi are provided through Te Whare Toi mo
  Te Reo Maori

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Bachelor of Art Visual Culture

• The Faculty of Art and Visual Culture currently
  provides papers in
• Introduction to Design and Art
• Te Huakanga o Te Toi Whakarei
• Bachelor of Art and Visual Culture
• This degree has a selection of five studio
  strands Carving, Weaving, Painting,
  Architecture, and Body Art

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Computer Information, Design and Technology.

• The Faculty of Computer Information, Science and
  Technology currently offers two programmes
• ePakeke
• ePakeke Roa
• There other technology papers set to come
  on-line in 2006

ePakeke
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Bachelor of Media Studies

• The Department of Media Studies began operations
  in 2002. The Media Studies Department offers the
  Bachelor of Media Studies - Te Tohu Paetahi
  Papaho
• Its the only specialist media degree which has
  a bi-cultural focus. Students get to apply their
  knowledge and skills with on-the-job experience
  during each year of study. They also use the
  latest media technology and equipment in a range
  of facilities, including our Awanuiarangi radio
  station and video production unit.

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Bachelor of Matauranga Maori

• The Department of Matauranga Maori currently
  offers three programmes
• Certificate in Te Ara Reo Maori- for beginners
• Advanced Certificate in Te Reo Maori
• Bachelor of Matauranga Maori

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Bachelor of Environmental Studies

• Environmental Studies currently offers one paper
  at degree level
• Bachelor of Environmental Studies Te Ahu Taiao

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• IRA Research Institute Acting Director
  Professor Kuni Jenkins
• Educational Policy research and development
• Language Evaluation tools for schools
• Literacy Projects
• Post-Treaty Settlement Institute Acting Director
  Professor Lyn Carter
• New Maori futures
• Iwi development, Governance and Enterprise
• Maori, Pakeha relations
• Social and Economic Development

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• Institute for creative Enterprise and Innovation
  Acting Director Darren Toy
• Developing new knowledge interface between
  Maori and others
• Deloping innovative ideas for Maori and Iwi
  Advancement
• Focus of transformation outcomes for Maori
  through education
• Center for E-Wananga Director Associate
  Professor Mark Laws
• Development of on-line delivery and linking of
  marae
• Tech Pa project

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Tauranga
Whakatane
Tamaki
Poneke
Masters
Honours
PhD
Adjunct Faculty
Mentors
Post -docs
PhD Scholarships
Masters Scholarships
Teaching/ Administration Staff
Community Outreach
PBRF/ International
School of Graduate Studies
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The National Institute for Maori Education
Maori education and schooling success for
individual and collective benefit and
advancement
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Bachelor of Education

• The Faculty of Teaching Education offers the
  following
• programmes
• Bridging to Teaching
• Bridging to Health
• Te Iti Rearea Bachelor of Teaching and Learning
  - The Early Years
• Bachelor of Maori Education Teaching
• Te Tohu Paetahi Matauranga Maori

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Iti Rearea (B.Ed. Early Years)
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Kura Kaupapa ( B.Ed. Primary)
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Kura Tuarua (B.Ed. Secondary)
Te Kura Tuarua o Hoani Waititi
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Indigenous Education Leadership Programme (B.Ed
Maori Education Leadership)
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International Indigenous Education Research
Outreach
Native Alaskan Immersion Schooling
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Critical Studies in Language, Knowledge Culture
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The Politics of Maori Education
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No reira e nga mana, e nga reotena koutou, tena
koutou, tena koutou katoa
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On-Going Issues

• Capital Settlement
• Buildings in need of upgrade
• Catch-up mode with building programme
• Barriers to Education
• Maori face barriers of generations of
  unsuccessful education
• Poverty and poor health
• Picking Up From Other TEIs
• TEIs closing Maori programmes

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Proposed Developments for Whakatane Campus
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Proposed Developments for Whakatane Campus
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An Institution of Educational Excellence
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Te Wananga o Awanuiarangi Creating New Futures
Robyn Kahukiwa, Te Aitanga a Hauiti
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Mate atu he tete kura, ara mai ra he tete kura
A fern frond withers and another rises to take
its place
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When we contemplate the world from within our
imprisoned imaginations do we only see the bars
or do we see the spaces between . . .Smith G. H.
2007
Our indigenous futures are directly correlated
to our ability to re-imagine ourselves Smith G.
H. 2005
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Rukuhia te Matauranga ki tona hohonutanga me
tona whanuitanga
Pursue knowledge to the greatest depths and its
broadest horizons
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