STUDIES IN ENVIRONMENTAL MANAGEMENT - Heke Kaitiakitanga Pūtaiao, HKP Poutuarongo Kaitiakitanga Pūtaiao, PKP
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STUDIES IN ENVIRONMENTAL MANAGEMENT
Heke Kaitiakitanga Pūtaiao, HKP
and
Poutuarongo Kaitiakitanga Pūtaiao, PKP
Year One
2011
Kaihautū
Meihana Durie
meihana.durie@twor-otaki.ac.nz
Pūkenga Matua
Caleb Royal
caleb.royal@twor-otaki.ac.nz
Kaiwhakahaere
Moko Morris
moko.morris@twor-otaki.ac.nzPrinted by Te Wänanga-o-Raukawa. October 2010
Copyright © Te Wänanga-o-Raukawa 2010
All rights reserved. No reproduction without permission.
Enquiries should be made to Te Wänanga-o-Raukawa
144 Tasman Road
ÖtakiKaitiakitanga Pūtaiao
HE MIHI
Tuia te rangi e tū iho nei
Tuia te papa e takoto ake nei
Tuia te hunga tangata
Ka rongo te pō
Ka rongo te ao
Tuia te muka tangata
I takea mai i Hawaiki nui
I Hawaiki roa, i Hawaiki pāmamao
I te hono-i-wairua
Ki te Whai Ao, ki Te Ao Mārama
Tihei Mauriora!
Kia whai korōria ki tō tātou Matua-nui-i-te rangi, kia hora tōna marino ki runga i te mata o te
whenua, he whakaaro pai ki a tātou katoa.
Tēnei te reo o Te Wānanga-o-Raukawa te tangi atu nei, te karanga atu nei ki ō tātou tini aituā
katoa e hingahinga ana i runga i ō tātou marae maha taiāwhio i te motu whānui. Arā, ka tangi
te mapu mō ngā mate katoa.
Nō reira, ka āpiti hono tātai hono te hunga mate ki te hunga mate, ka āpiti hono tātai hono te
hunga ora ki te hunga ora, kia tau tonu rā ngā manaakitanga ki a tātou katoa.
Ko te tangata i āta whakangaua ki te kōhatu karā o te Whare Wānanga o
ngā tūpuna, he kete kī, he purapura i ruiruia mai i roto o Rangiātea.
Rev. Paora Temuera (Ngāti Raukawa, Te Arawa)
Kei ngā tauira, kei ngā akonga, kei ngā pia e wawata nei, e tūmanako nei ki ngā kaimānga a
ngā tūpuna. Ko te tūmanako, kei te manaakitia koutou i roto i ngā mahi o te wā. Heoi, kua
whai pakiaka anō te koronga kia mau ki ngā kete o te wānanga, kia pikitia Te Ara-
Tāpokopoko-a-Tāwhaki, heoi, nā te tika anō o te ngākau ka eke ki ngā taumata. E kore e taea
e te whakahīhī, e te ngoikore, e te māngere. Engari, mā te pūmau ki te huarahi, te
whakarongo ki ngā tohutohu a ngā mātua tēnei ara e taea ai. Nō reira, kia kaha tātou katoa.
Nā, kua eke nei tātou mai i te tau ruamano, ki te rautau hou, ā tōna wā, ōna piki me ōna heke
e whakakitengia ai. Heoi, e tātou mā, kua pau nei ngā tau toru tekau mā tahi mai i te
whakatuwheratanga o 'Whakatupuranga Rua Mano' te kaupapa nāna a Te Wānanga-o-
Raukawa i whakatū. Nō reira, he haringa, he koanga i whakapuakina ai ngā wawata o ngā
tūpuna, ā, e kitea ana te puāwaitanga o ētehi i ēnei rā tonu.
Tēnā anō koutou katoa.
3Kaitiakitanga Pūtaiao 4
Kaitiakitanga Pūtaiao
CONTENTS
EXECUTIVE SUMMARY ........................................................................................................... 7
POUTUARONGO KAITIAKITANGA PŪTAIAO: AN INTRODUCTION ................................... 9
PROGRAMME TIMETABLE ................................................................................................... 11
PROGRAMME AIM AND PHILOSOPHY ............................................................................... 12
GRADUATE PROFILE ............................................................................................................ 12
STAFFING ............................................................................................................................... 14
The Teaching Team ....................................................................................................... 14
THE PROGRAMME STRUCTURE ......................................................................................... 16
Preparation for wānanga studies ................................................................................... 16
Components of study ..................................................................................................... 16
Duration of the Programme ........................................................................................... 17
Qualification Level.......................................................................................................... 18
Award of the qualification ............................................................................................... 18
Accumulation of Hours ................................................................................................... 18
Summary Schedule of Courses, Hours, & Credits ........................................................ 19
Fees ............................................................................................................................... 20
Payment of Fees ............................................................................................................ 20
Withdrawing from a programme of study ....................................................................... 20
Refund of Fees .............................................................................................................. 20
NGĀ TIKANGA AKO O TE WĀNANGA-O-RAUKAWA ........................................................ 21
Ngā Tikanga o ngā Hui Rumaki ..................................................................................... 21
Te Kawa O Te Ako......................................................................................................... 21
Computer Access and Ownership ................................................................................. 22
KAITIAKITANGA COURSE STATEMENTS ........................................................................... 23
PKP1A: Kaitiakitanga I ................................................................................................... 25
PKP1B: Te Oranga ā Tāne ............................................................................................ 28
PKP1C: Ngā Take Taiao ............................................................................................... 31
PKP1D: Kohinga Mahara ............................................................................................... 34
PKP1E: Wai Māori ā Rōpū Tuku Iho ............................................................................. 37
IWI AND HAPŪ COURSE STATEMENTS ............................................................................. 39
ART1D: He Uiui i Ētehi Kaumātua Tokorua .................................................................. 40
ART1D: Interviews with Two Kaumātua ........................................................................ 41
ART1B: He Rangahau i ngā Ahuatanga o Tētehi Marae .............................................. 44
ART1B: Private Study of One Marae ............................................................................. 45
ART1C: He Rangahau i ngā Tātai Kōrero o te Iwi ......................................................... 48
ART1C: Private Study of Iwi History .............................................................................. 49
5Kaitiakitanga Pūtaiao
ART1E: Ngā Mahi Toi Māori .......................................................................................... 52
ART1E: Practical Māori Art ............................................................................................ 53
AKORANGA TE REO MĀORI ................................................................................................ 57
Ngā akoranga reo Māori ki Te Wānanga o Raukawa i roto i ngā tau ............................ 58
A Brief History of the Reo Programme at TWOR .......................................................... 59
REO1, MAIT1 rānei: Ngā Akoranga ā-wiki, Tau 1 ......................................................... 60
REO1 or MAIT1: Reo Classes - Year 1 ......................................................................... 61
REO1H1, 2 & 3, MAIT1H1, 2 & 3 rānei: Hui Rumaki Reo – Hui 1, Hui 2 me te Hui 3 .. 64
REO1H1, 2 & 3 or MAIT1H1, 2 & 3: Hui Rumaki Reo – Hui 1, Hui 2 and Hui 3 ........... 65
POUPOU MĀTAURANGA ROROHIKO ................................................................................. 73
RORO102: Te Whāwhā Rorohiko – He Tīmatanga ...................................................... 74
RORO102: Introduction to Computing ........................................................................... 75
RORO110: Te Hangarau – He Tīmatanga .................................................................... 78
RORO110: Introduction to Technology.......................................................................... 79
RORO101: Te Whakatū me Te Tiaki i Te Rorohiko ...................................................... 80
RORO101: Computer Set-Up and Care ........................................................................ 81
RORO103: Te Tukatuka Kupu – He Tīmatanga ............................................................ 82
RORO103: Introduction to Word Processing ................................................................. 83
RORO104: Te Īmēra – He Tīmatanga ........................................................................... 86
RORO104: Introduction to E-Mail .................................................................................. 87
RORO105: Te Tukatuka Kupu – He Takahanga Waenga ............................................ 88
RORO105: Intermediate Word Processing.................................................................... 89
RORO107: Te Īmēra – He Takahanga Waenga ........................................................... 90
RORO107: Intermediate E-Mail ..................................................................................... 91
RORO108: Te Ipurangi – He Tīmatanga ....................................................................... 94
RORO108: Introduction to the Internet .......................................................................... 95
RORO109: Ngā Whakaakoranga Noho Ipurangi .......................................................... 96
RORO109: On-Line Training ......................................................................................... 97
6Kaitiakitanga Pūtaiao
TE WĀNANGA-O-RAUKAWA
POUTUARONGO KAITIAKITANGA PŪTAIAO, PKP
EXECUTIVE SUMMARY
This compendium comprises material about Te Wānanga-o-Raukawa and its existing
operations and describes the Heke Kaitiakitanga Pūtaiao, HKP, the equivalent of the first
year of the Poutuarongo Kaitiakitanga Pūtaiao, PKP.
The first part describes the aim and philosophy of the programme, and presents the structure
of the course and course organisation, including staffing arrangements.
The second part contains the course statements for all of the required papers for the
programme, which includes the specialization, Iwi and Hapū and Te Reo Māori Studies and
includes the additional required component of Rorohiko Studies.
The aim of the programme is to expose students to sustainable environmental activities from
a te ao Māori worldview which is a transdisciplinary process.
Its distinctive features are as follows:
1. It has three major categories of subject matter. These are set out below with the credit
requirements and indicative workload for year one:
Credits Indicative
Workload
a. Kaitiakitanga studies 50 credits 500 hours
b. Iwi and Hapū studies 36 credits 360 hours
c. Te Reo Māori studies 45 credits 450 hours
Total 131 credits 1310 hours
2. Depending on the level of preparation and choice of courses there is a total of 1310
learning hours, which are divided between formal attendance, and independent research
and study. Students attend five 4-day residential seminars at Te Wānanga-o-Raukawa,
or at a designated marae, weekly language classes (or the equivalent through Te Ako Mai
i Tawhiti-Distance Learning) and three 6-day Hui Rumaki Reo (language immersion)
courses per year. Students will be required to undertake independent research and study
in the intervals between residential seminars and immersion courses. The following table
illustrate the breakdown of the total hours of instruction and interaction, and independent
research and study.
7Kaitiakitanga Pūtaiao
Formal Instruction and Informal Interaction
Kaitiakitanga Residential Seminars 4 x 32 hours 128 hours
Field Trip 1 x 44 hours 44 hours
Iwi & Hapū Studies 5 x 12 hours 60 hours
Hui Rumaki Reo (Immersion Hui) 3 x 76 hours 228 hours
Weekly Classes (or the equivalent
1 x 136 hours 136 hours
through distance learning)
Total 596 hours
Independent Study, Research and Writing
Kaitiakitanga Studies 328 hours
Iwi & Hapū Studies 300 hours
Te Reo Studies 86 hours
Total 714 hours
Total Indicative Workload in hours 1310 hours
3. Rorohiko studies are aimed at providing practical computing skills and knowledge to
students. These studies will enable students to use their computers to enhance and
advance their studies. Attendance at a 5-day noho covering on-line training and self
directed studies throughout the year is compulsory (this will add approximately 450 hours
to the workload). Students who complete all requirements will receive a Poupou
Mātauranga Rorohiko (Certificate in Computing). As the PpMR is a co-requisite, students
who have not completed the requirements of this course will not be eligible to graduate.
4. A “Preparation for Wānanga Studies” course is held at the beginning of each academic
year. It includes a “Theory and Understanding of Wānanga” presentation, and it is
compulsory for students to attend this course. It instructs students in study and research
skills, which will assist them with studies at Te Wānanga-o-Raukawa.
5. Each course of the programme is located within tikanga Māori and approximately one
third of the programme is allocated to te reo Māori studies, thus, strong motivation to
become bilingual is required for entry to this programme.
6. Assessment will be based heavily on study projects - essays or reports of 1,500 to 5,000
words – in Kaitiakitanga Pūtaiao studies and in Iwi and Hapū studies. A portion of the
study projects will be completed during the residential weekend seminars, but the majority
are to be completed during independent study times.
7. Students will require research assistance from an Iwi or Hapū and therefore candidates
for the programme need to be able to provide letters from their Iwi/Hapū, committing their
support to the candidates.
8Kaitiakitanga Pūtaiao
POUTUARONGO KAITIAKITANGA PŪTAIAO: AN INTRODUCTION
Te kākano i ruia mai i Rangiātea brought to this part of the globe a continuum of knowledge
accumulated over centuries in other parts of the world and the ability to weave the varied
strands of this knowledge together to produce new knowledge.
Having arrived in Aotearoa our tūpuna set about changing their knowledge continuum to
reflect their experience here. Their taiao was new in many respects, but this did not
discourage them from meeting new challenges with enthusiasm and eagerness. Te kākano
brought the concept of a maramataka, but changed its content and approach to
accommodate different seasons, resources and taiao. They were weavers but had to produce
different clothing to manage the colder conditions. They were reliant on naturally occurring
rongoā but had to test and trial different substances and concoctions. They were seafarers
but didn’t need to rely on these skills to the same extent, and instead turned to: (i) the land, (ii)
the resources that their new taiao provided and (iii) the creation of new knowledge and
inventions with which to nurture and sustain the taiao.
Survival in Aotearoa would depend on a life style that was largely land-based and therefore
they put aside their navigational knowledge as it was only marginally relevant to their new
experience and the new challenges their new taiao presented. Thus, the mātauranga Māori
continuum with which they arrived was changed by weaving across, between and beyond
former strands of knowledge to co-create new knowledge that focused on their survival as a
people in a taiao differing greatly from their earlier surroundings.
During the passage of a thousand years of occupancy in Aotearoa, Te kākano i ruia mai i
Rangiātea captured, created and stored knowledge about their world, their taiao. This
included naming every hill, every plant, every creature and every water body. Their
knowledge reflected the taiao that enveloped both their physical presence in Aotearoa and
their understanding. As they adapted, their understanding of their new environment grew and
so too did their ability to use the resources it provided. During this period of isolation on these
islands, the human presence and their technology posed limited threats to their taiao.
However, their impact was minimal as their kaupapa were expressed through tikanga,
founded in values that required a kaitiakitanga, a two way relationship with their surroundings.
They understood that adapting to new environments was required and that practices were
needed to ensure that the environment was nurtured and sustained for future generations.
Sadly, we can attribute to the human behaviour in Aotearoa the loss of some bird species
while other creatures of flight were taken to the point of extinction. As Aotearoa has become
more populated, the human threat to the taiao has become more problematical. As our
kaupapa and tikanga were momentarily put aside, so to was our focus on sustaining our
9Kaitiakitanga Pūtaiao
environment and with this our future. As our understanding of tikanga and kaupapa is revived,
so too our knowledge of the taiao is enhanced and our prospects for survival grow.
This course outline suggests how Te Wānanga-o-Raukawa might make a greater contribution
to the understanding and management of freshwater ecosystems at catchment scale within
the rohe occupied by the founding Iwi. Consistent with a te aō Maori worldview this Pūtaiao
1
degree programme is designed around transdisciplinary teaching and learning environments,
course content and learning aims including: co-creating new knowledge, unifying existing
knowledge and applying knowledge in joint problem solving. If successful in this regard,
creative activity and classroom offerings might extend well beyond the takiwā of Te
Kotahitanga ki te Tonga and so too might the understanding of our relationship with our taiao.
1
Transdisciplinarity is a process based, integrative and synthetic academic discipline (Cole, 2005).
10Kaitiakitanga Pūtaiao
PROGRAMME TIMETABLE
Heke Kaitiakitanga Pūtaiao, HKP
Noho Date Course/s Dates Returns
Te Reo Studies - Commences
Three essays of 300-400 word
REO1 each
or 14 February
1. Essay 1 is due 28 May 11 June
MAIT1
2. Essay 2 is due 30 July 13 August
3. Essay 3 is due 1 October 15 October
21 – 22 Feb Preparation for Wānanga Studies
ART1D: Interviews with Two
Kaumātua
1 23 – 26 Feb A 100 word proposal is due 1 week 1 week
Wed - Sat A 2000 word report is due Noho 2 1 month
PKP1A: Kaitiakitanga I
A 1500 word essay is due 19 March 2 April
PpMR 28 Mar - 1 Apr Rorohiko Studies
ART1B: Study of One Marae
A 300 word proposal is due 1 week 1 week
11 – 14 April A 2000 word essay and a 300 word
2 commentary are due
Mon – Thu Noho 4 1 month
PKP1B: Te Oranga ā Tāne
A 1500 word report is due 5 May 19 May
HRR 1 15 – 20 May Hui Rumaki Reo 1
ART1C: Study of Iwi History
A 400 word proposal is due
13 – 16 June A Seven essays of 400-500 words 1 week 1 week
3 are due Noho 5 1 month
Mon – Thu
PKP1C: Ngā Take Taiao
A 1500 word report is due 7 July 21 July
ART1E: Practical Māori Art
1 – 4 August A 2000 word report is due Noho 5 1 month
4 PKP1D: Kohinga Mahara
Mon – Thu
A 300 word proposal and a 1200
word assignment are due 25 August 8 September
28 Aug – 2
HRR 2 Hui Rumaki Reo 2
September
Iwi & Hapū Studies: Review Hui
ART1B: Study of One Marae
12 – 15 Sep ART1E: Practical Māori Art
5
Mon - Thu PKP1E: Wai Māori ā Rōpū Tuku
Iho
A 1500 word proposal is due 6 October 20 October
HRR 3 30 Oct – 4 Nov Hui Rumaki Reo 3
REO1
or 11 November Te Reo Studies - Concludes
MAIT1
11Kaitiakitanga Pūtaiao
PROGRAMME AIM AND PHILOSOPHY
The aim of the Poutuarongo Kaitiakitanga Pūtaiao, PKP is to expose students to sustainable
environmental activities from a te ao Māori worldview which is a transdisciplinary process. It
is to instil environmental values consistent with kaupapa and tikanga Māori in a
transdisciplinary teaching, research and learning environment. The programme seeks to
empower students with practical tools which will aid in hapū development, survival and self
determination, by giving effect to the whakataukī;
E kore au e ngaro, he kākano i ruia mai i Rangiātea
The philosophy of the Poutuarongo Kaitiakitanga Pūtaiao programme is based on the
whakataukī;
Te toto o te tangata, he kai,
Te oranga o te tangata, he whenua.
Food supplies the blood of man,
His welfare depends on the land.
To give effect to this whakataukī and the one above Te Wānanga-o-Raukawa have placed a
strong empahsis on kaupapa and tikanga, with a particular focus on kaitiakitanga.
GRADUATE PROFILE
Graduates of the Poutuarongo Kaitiakitanga Pūtaiao will have an ability to communicate
bilingually, act in a mutually mana enhancing manner while being analytical, synthetic and
pragmatic in their approach to kaitiakitanga. They will be able to draw on kaupapa Māori and
tikanga Māori in the assessment of present day environmental issues while demonstrating the
ability to adapt historical experiences to current and future challenges. Graduates will have an
indepth understanding of the Treaty of Waitangi and the relationships between the two
partners. They will be familiar with the Tikanga Māori House and be confident in using the
Raukawa Mihingare Model to build and maintain effective relationships within hapū, iwi, and
government organisations that will promote sustainability. The graduate will have a sound
understanding of roles and responsibilities of local government and how they can utilise
processes to achieve environmental outcomes with benefits to tangata whenua and the wider
community. Transdisciplinary research skills will be developed to enable students to: unify
and co-create knowledge, interview key informants, dialogue and facilitate environmental
wānanga and joint problem solving.
12Kaitiakitanga Pūtaiao
The Poutuarongo Kaitiakitanga Pūtaiao graduate will exhibit an understanding of local,
regional and national government and iwi processes and be able to demonstrate this by
formulating, implementing and monitoring Iwi and Hapū environmental management planning
documents. These plans will be integral in the sustainable management of rohe throughout
Aotearoa making the skills required to action these essential. Students will have a working
knowledge and ability to monitor and assess the health of various aspects of the natural
environment, including water, soil, and ngāhere (native forests). The ability to assess and
improve the eco-efficiency of marae will be a future aspiration of hapū and iwi. Therefore,
graduates will have the ability to assess human impact on the taiao and evaluate how eco-
efficient technologies can be used in sustainable housing to reduce their ecological footprint.
These skills will enable graduates to strategise and plan for sustainable hapū development in
very practical terms, thus introducing opportunities for hapū and iwi to become more
sustainable in their environment.
The graduate will be able to research and understand current environmental contexts while
taking advantage of opportunities to identify and lead sustainable development. It is important
that students be aware of the local, regional and national kāwanatanga for the benefit of hapū
and iwi.
Graduates will exhibit a logical approach to problem solving and be competent in presenting
environmental issues and perspectives to a wide range of audiences. Graduates will have
good communication skills and a broad knowledge of emerging technologies. They will also
possess the skills to analyse relevant information and to engage in critical thinking and joint
problem solving. These skills will be developed by providing students with opportunities to
diversify their environmental networks, and nurture the principle of whanaungatanga.
Graduates will have an ability to reason with others that play roles in the management of
natural resources. They will demonstrate an understanding of the principles of sustainability
and be able to apply these within kaupapa Māori.
Graduates from the Poutuarongo Kaitiakitanga Pūtaiao programme will have developed a
transdisciplinary breadth of subject knowledge and the ability to integrate and unify
knowledge in: co-learning, co-creating, co-intelligence and joint problem solving
environments. The student will have developed lingusitic intelligence that will provide a strong
basis for cross-cultural and cross-disciplinary dialogue in both Tikanga Māori and Treaty
House management and planning contexts. The student will be familiar with transdisciplinary
teaching and learning environments and able to competantly create and facilitate the same as
a part of joint problem solving.
13Kaitiakitanga Pūtaiao
STAFFING
The Teaching Team
The course team comprises paid staff and voluntary Kaiāwhina.
1. The course team for the Kaitiakitanga component of the programme is:
John Barrett
April Bennett, (BA)
Anthony Cole, (BA (Hons.) 1st class, PhD)
Duncan Hill
Mike Joy, (PhD)
Colin Knox, (BSC, MA, MBA, PhD)
Anaru Luke, (BSc)
Rob McGowan
David Moore, (BSC, Dip Tchg (Sec))
Pātaka Moore, (HMP, Dip ART, BA, PgDipMāoriResDev)
Moko Morris, (HMP)
Dean Murray
Rawiri Richmond, (Dip ML)
Caleb Royal, (DipML, BSC)
Nathan Rudd
Rachael Selby, (Dip Tchg, BA, MPhil)
Peter Sciascia, (BMM, DipDA)
Cathy Tait-Jameson
Jamie Tait-Jameson
Rupene Waaka, (JP, PpWTM)
Huia Winiata, (BMA (Hons), MMM, PpMR, PpR)
Pakake Winiata, (MMM, BMA (Hons))
Whatarangi Winiata, (B Com, MBA, PhD, FCA)
Nathan Stent, (BRS)
Garth Harmsworth, (BSc, MSc)
2. Iwi & Hapū Staff:
Lecturers and coordinators:
Kaahu Bennett, (Ppk, BMA, BMM, MML, PpMR, PpR)
Evan Hippolite, (BMM, DipART, PpMR)
Mike Paki, (Cert.C.Z, BML, MML, HOW)
Jovita Floyd, (B.Ed (applied), BMA, DipTTeaching, MMMgt, PpMR, PpR)
James Rātapu, (MMMgt, DipMMgt, PpR)
Huia Winiata, (BMA (Hons), MMM, PpMR,PpR)
Kelly-Anne Ngatai, (DipMMgt)
Heitia Raureti, (MReo, LLB, PpMR)
Kaiāwhina
Jeanette Katene
Te Puoho Katene, (BA)
Kararaina Cribb, (MMMgt)
Brian Gunson, (Graphic Artist, Illustrator, Consultant Kōwhaiwhai)
Ngarongo Iwikatea Nicholson, (Te Ahorangi, Purutanga Mauri)
Miria Pomare, (BA (Hons), MA)
14Kaitiakitanga Pūtaiao
Rachael Selby, (Dip Tchg, BA, MPhil)
Kato Ropata, (MMMgt)
Piripi Walker, (BA (Hons))
Willis Kātene, (Dip ART, BA (Hons), MMMgt)
Karl Leonard, (MMMgt, MReo)
TWOR Kaiāwhina
2
Margaret Davis, (PpMR)
Michael Ross, (MMMgt)
Mereana Selby, (Dip Tchg, BA, Dip B Tchg, Dip DA, MMM)
Petina Winiata, (MMM, BA (Hons), BMA, Toi Reo Māori, PpR)
Whatarangi Winiata, (B Com, MBA, PhD, FCA)
Hemi Tahuparae, (BDA)
3. Te Reo studies Staff:
Lecturers and coordinators:
Sonya Daly (MReo, BMM, PpR)
Gael Paki, (BMM, PGDipReo, PMW, DipART)
Hana Rawiri, (Bcom (Econ), PpMR, PpR)
Raymond Peeti, (Dip MS, Dip Bil Tchg, Dip MIM, B. Ed)
Lupageorgette Daly, (Dip Reo)
Milton Rauhihi, (Dip Adult Tchg)
Angelina Stretch, (PMW, PpMR, PpR)
Te Rau Winterburn, (Heke Whakaakoranga)
Puhiwahine Tibble
Heitia Raureti, (LLB, M Reo)
Kaiāwhina:
Akuhata Akuhata (Purutanga Mauri)
Ngarongo Iwikatea Nicholson (Te Ahorangi, Purutanga Mauri)
Whatarangi Winiata, (B Com, MBA, PhD, FCA)
Pakake Winiata, (MMM, BMA (Hons))
Denise Hāpeta (PpR)
Huia Winiata, (BMA (Hons), TMM)
Petina Winiata, (MMM, BA (Hons), BMA, Toi Reo Māori, PpR)
Rama Ashford (PMM, PWT)
Te Whatanui Winiata (BMM, BCom)
Poike Riroroko
Meihana Durie (MReo, B Ed, Dip BTchg, Dip Tchg)
Piripi Walker (BA (Hons))
Ruiha Pounamu Ruwhiu, (MMM, BA (Hons), Toi Reo Māori, PpR)
Anne Drenah Kaka, (MMM)
Paid staff members who contribute to Iwi and Hapū Studies over and above their own work
2
responsibilities and who are described as supervisors for the particular study they contribute to
15Kaitiakitanga Pūtaiao
4. Rorohiko studies Staff:
Lecturers and coordinators:
Ramari Rikihana, (DipML, NCC)
Karaka Kauika Stevens, (Dip MS, DipMD)
Jota Firmin, (PpMR, PpR, NCCS)
Brent Southen (DipLPA, DipMM)
The Kaihautū of the programme is Meihana Durie.
With few exceptions, including those without tertiary qualifications, members of the course
team are involved in investigatory activity and the production of research and comparable
documents.
Those with post-graduate qualifications have completed substantial research projects.
THE PROGRAMME STRUCTURE
Preparation for wānanga studies
A “Preparation for Wānanga Studies” course is held at the beginning of each academic year.
It includes a “Theory and Understanding of Wānanga” presentation, and it is compulsory for
students to attend this course. It instructs students in study and research skills, which will
assist them with studies at Te Wānanga-o-Raukawa.
Components of study
There are three components to the Poutuarongo Kaitiakitanga Pūtaiao, year one
programme, which are taught over a one-year period.
1. One component is Kaitiakitanga, which is comprised of the following:
Year one: PKP1A Kaitiakitanga I
PKP1B Te Oranga ā Tāne
PKP1C Ngā Take Taiao
PKP1D Kohinga Mahara
PKP1E Wai Māori ā Rōpū Tuku Iho
2. The second component is Iwi & Hapū studies, which is comprised of the following:
Year one: ART1B Private Study of One Marae
ART1C Private Study of Iwi History
ART1D Interviews with two kaumātua
ART1E Practical Māori Art
For members of the Confederation of Te Āti Awa, Ngāti Raukawa and Ngāti
Toarangatira (the three Iwi who founded Te Wānanga-o-Raukawa) the subject area
known as iwi and hapū Studies, gives emphasis to Te Āti Awa-, Ngāti Raukawa- and
Ngāti Toarangatira-tanga. For those students who are of another confederation or from
an Iwi or Hapū, which is not part of the founding group, provision is made for them to
focus on their own area and people.
Since most of the courses that make up Iwi and Hapū Studies will require field research
on an iwi or hapū, it is necessary that any student’s application for entry to the
programme be supported by their iwi or hapū. The student applying for admission will
16Kaitiakitanga Pūtaiao
be required to provide evidence in writing, that his/her iwi or hapū is willing to commit to
supporting him/her particularly where studies require research assistance from the iwi
or hapū.
Non-Māori students will be required to be able to present, in writing, evidence of the
same kind of support from an iwi or hapū. The endorsement required from an iwi or
hapū might be forthcoming as a consequence of marriage, long-term family
relationships or other associations.
3. The other component is Ngā Akoranga o te Reo Māori: Māori Language Studies, which
is comprised of the following:
Year one: REO1 Weekly language classes or
MAIT1 Te Ako Mai i Tawhiti: Distance Learning
REO1H1 Hui Rumaki Reo Hui 1
REO1H2 Hui Rumaki Reo Hui 2
REO1H3 Hui Rumaki Reo Hui 3
Every programme of study at Te Wānanga-o-Raukawa requires students to undertake
Māori language studies. The components include weekly language classes or Te Ako
Mai i Tawhiti/Distance Learning, Hui Rumaki Reo (immersion hui) and supplementary
studies.
The weekly classes or Te Ako mai i Tawhiti programmes run for approximately 34
weeks.
The Hui Rumaki Reo run for 6-days during which the participants are required to
communicate in te reo Māori only. This technique was introduced in the late 1970’s
amongst the Confederation and continues to be fundamental to the reo programmes.
Heke (Diploma) programmes prescribe 2 or 3 Hui Rumaki Reo and supplementary
studies; each poutuarongo programme has nine hui and weekly classes or distance
learning over a period of 3 years.
Rorohiko Studies
The additional required component of Rorohiko studies is provided alongside the
heke/Poutuarongo. This will involve the following papers:
Year One: Roro101 Computer Set-up & Care
Roro102 Introduction to Computing
Roro103 Introduction to Word Processing
Roro104 Introduction to E-Mail
Roro105 Intermediate Word Processing
Roro107 Intermediate E-Mail
Roro108 Introduction to the Internet
Roro109 On-line Training
Roro110 Introduction to Technology
Duration of the Programme
The duration of study for a Heke (Diploma) programme is one year, and three years for
Poutuarongo (Bachelor) programme, or it’s equivalent. Over a Poutuarongo (Bachelor)
programme, students will be required to attend a total of 15 x 4-day residential seminars at Te
Wānanga-o-Raukawa or at a designated marae, weekly language classes (or undertake Te
Ako Mai i Tawhiti), and nine weeks of Hui Rumaki Reo.
17Kaitiakitanga Pūtaiao
Each residential seminar involves approximately 44 hours of “campus contact” with tutors and
other students. Residential seminars are spread throughout the academic year with intervals
for independent study and research between each seminar.
Qualification Level
The Heke Kaitiakitanga Pūtaiao is approved by the New Zealand Qualifications Authority
(NZQA) at level 5.
Award of the qualification
The Poutuarongo will be awarded on successful completion of all the requirements of the
programme. The heke will be award in recognition of completing the first year of studies,
including the completion of the Poupou Mātauranga Rorohiko, PpMR.
Accumulation of Hours
The HPK and PKP year one has a credit value of 131. These translate into an indicative
workload of 1310 hours. Student’s activities may be described as:
1. Formal Instruction, including
a. Lectures, tutoring and
b. Group work, syndicates
2. Informal Interaction (including discussion over meals and at other breaks)
3. Independent study, research and writing.
The schedule that follows indicates how this workload is divided between formal instruction
and informal interaction and independent study, research and writing.
Formal Instruction and Informal Interaction
Kaitiakitanga Residential Seminars 4 x 32 hours 128 hours
Field Trip 1 x 44 hours 44 hours
Iwi & Hapū Studies 5 x 12 hours 60 hours
Hui Rumaki Reo (Immersion Hui) 3 x 76 hours 228 hours
Weekly Classes (or the equivalent
1 x 136 hours 136 hours
through distance learning)
Total 596 hours
Independent Study, Research and Writing
Kaitiakitanga Studies 328 hours
Iwi & Hapū Studies 300 hours
Te Reo Studies 86 hours
Total 714 hours
Total Indicative Workload in hours 1310 hours
18Kaitiakitanga Pūtaiao
Summary Schedule of Courses, Hours, & Credits
Heke Kaitiakitanga Pūtaiao, HKP
and
Poutuarongo Kaitiakitanga Pūtaiao, PKP, Year One
Code Title Level Hours Credits
Preparation for Wānanga Studies
Kaitiakitanga Studies
PKP1A Kaitiakitanga I 5 100 10
PKP1B Te Oranga ā Tāne 5 100 10
PKP1C Ngā Take Taiao 5 100 10
PKP1D Kohinga Mahara 5 100 10
PKP1E Wai Māori ā Rōpū Tuku Iho 5 100 10
Iwi and Hapū Studies
ART1B Private Study of One Marae 5 120 12
ART1C Private Study of Iwi History 5 160 16
ART1D Interviews with Two Kaumātua 5 50 5
ART1E Practical Māori Art 5 30 3
Te Reo Studies
REO1 Akoranga-ā-wiki (Weekly Reo Classes) - Year 1
or or 5 150 15
MAIT1 Te Ako Mai i Tawhiti (Distance Learning) – Year 1
REO1H1 Hui Rumaki Reo – Hui 1 5 100 10
REO1H2 Hui Rumaki Reo – Hui 2 5 100 10
REO1H3 Hui Rumaki Reo – Hui 3 5 100 10
1310 131
Poupou Mātauranga Rorohiko, PpMR
Code Title Hours Credits
Rorohiko Studies
Roro101 Computer Set-up & Care 3 50 5
Roro102 Introduction to Computing 3 50 5
Roro103 Introduction to Word Processing 3 50 5
Roro104 Introduction to E-Mail 3 50 5
Roro105 Intermediate Word Processing 3 50 5
Roro107 Intermediate E-Mail 3 50 5
Roro108 Introduction to the Internet 3 50 5
Roro109 On-line Training 3 50 5
Roro110 Introduction to Technology 3 50 5
450 45
19Kaitiakitanga Pūtaiao
Fees
Student fees are set according to the component costs of their programme. The fee may vary
according to the resources and activities of their particular programme.
For a full break down and explanation of your total fee, contact our Student Services
department on 0800 WANANGA (0800 9262642).
Payment of Fees
Payment of all fees must be made within 6 weeks of the invoice date.
Withdrawing from a programme of study
If a student wishes to formally withdraw, from Te Wānanga-o-Raukawa studies, notice must
be given, in writing, to the Student Services area. The withdrawal will be actioned and noted
in the student’s academic record.
Refund of Fees
A proportion of the fees paid may be refunded in some instances as follows:
• If the withdrawal is received by Te Wānanga o Raukawa before the official course start
date the fees charged will be refunded in full less the cost of any resources provided.
• If Te Wānanga-o-Raukawa receives notice of withdrawal within 28-days of the official
course start date the fees paid will be refunded less a 10% administration fee and also
less the cost of any resources and services provided, for example noho costs, readings,
te reo resources and in some cases IT items.
Should a student give notice of withdrawal after the 28-day period there will be no refund of
fees.
If you have any queries or special requests regarding withdrawals and/or refund of fees
please outline your queries or request in writing and forward onto our Student Fees Officer.
Student Fees Officer
Student Services
Te Wānanga-o-Raukawa
PO Box 119
OTAKI
5542
20Kaitiakitanga Pūtaiao
NGĀ TIKANGA AKO O TE WĀNANGA-O-RAUKAWA
Ngā Tikanga o ngā Hui Rumaki
For the duration of each Hui Rumaki Reo (immersion course), the speaking of English is
banned on the marae and elsewhere for the course participants. This applies to all areas of
activity and to all topics including those dealing with vocabulary and grammar. Adherence to
this tikanga is demanding and compliance with it is vital to the success of the immersion
technique.
ALL THOSE IN ATTENDANCE, INCLUDING SHORT TERM VISITORS TO THE MARAE,
ARE ASKED TO ENSURE THE RULE IS UPHELD AT ALL TIMES.
Admission to the Hui Rumaki Reo is open to:
• Students who are enrolled in a qualification/tohu offered by TWOR
• Others in special circumstances only.
Everyone seeking admission to these courses must be willing to complete course preparation
requirements. The programme is tightly planned and considerable discipline to ensure
compliance with the schedule is required. Students are responsible for their own learning and
also for being on time for classes. The detailed final scheduling of each day’s activity is
decided at the hui. Some flexibility is required, depending on the availability of tutors and the
flow of activity (including the arrival and departure of manuhiri).
A variety of teaching approaches are used during the course. It is the wish of the organisers
that students will evaluate these and develop them for their own learning and teaching
purposes.
Te Kawa O Te Ako
Out of Whakatupuranga Rua Mano - Generation 2000 came the commitment expressed in
the following principle:
The Marae is our principal home, maintain and respect
This has many implications for the way in which tangata whenua and manuhiri will act on
marae.
In tikanga Māori, an accepted practice, procedure or protocol is known as a “kawa”. Each
marae or wāhi Māori has its own kawa. The maintenance and adherence to the kawa is
important to the tangata whenua of that place. To infringe on the kawa of a particular place
demeans the home people. The tangata whenua will take steps to reaffirm their kawa. It may
lead to a rebuke of the offending party right there and then or the reaction may be delayed for
maximum effect.
21Kaitiakitanga Pūtaiao All marae seek to uphold their kawa and at Te Wānanga-o-Raukawa we enforce Te Kawa o te Ako. They are our practices, procedures and protocols, which protect and maximise the learning and teaching potential of students and staff of Te Wānanga-o-Raukawa. In particular, it aims to curb any activity reducing the capacity to learn and teach. One dimension of Te Kawa o te Ako is those who feel they cannot abstain from using drugs or alcohol should stay away. Those who disregard Te Kawa o te Ako put themselves and their whānau at risk of being challenged by those who feel the need to uphold Te Kawa o te Ako. The timing of the challenge might be selected to achieve maximum impact on the person who has "broken the kawa". It is important to understand that the defenders of Te Kawa o te Ako need not explain themselves. It is up to everyone to know the kawa of the place they are at. Ignorance of kawa is no excuse. Everyone is expected to respect the kawa of that place. Mutual respect and the pursuit of understanding enhance mana. The adequate and appropriate defence of kawa is expected and admired by others who will allow their behaviour to be influenced by it. Perceptions of weakness with respect to the maintenance of kawa will reduced the admiration felt by observers. The use of drugs and the consumption of alcohol impede effective learning and teaching. Not only are users of drugs and consumers of alcohol reducing their own learning capacity but they are a risk to others. It is our view at Te Wānanga-o-Raukawa that alcohol reduces the capacity to act responsibly, and can lead to property damage and sexual harassment. Computer Access and Ownership All students are required to own or have unrestricted access to a computer and associated hardware. Accordingly, every student at Te Wānanga-o-Raukawa needs to equip themselves with certain essentials including a computer, selected software, electronic communication connectivity and capability, and a printer. If any student does not already have access to a computer, acquisition of these items will be addressed at the time of enrolment. 22
Kaitiakitanga Pūtaiao
Kaitiakitanga Pūtaiao Studies
COURSE STATEMENTS
23Kaitiakitanga Pūtaiao 24
Kaitiakitanga Pūtaiao
NOHO ONE
Course Name: KAITIAKITANGA I
Course Reference: PKP1A
Credits: 10
Pre-requisites: Nil
Lecturer/s: Moko Morris, Peter Sciascia, Hoani Ponga, Caleb Royal and
others as appropriate.
SCHEDULE:
Students are required to attend noho on the scheduled dates. Attendance is compulsory.
Duration: 100 hours
NB. Students who wish to alter the schedule must make the request in writing in advance.
Extensions will not be granted automatically.
GENERAL AIM:
To introduce students to fundamental concepts of kaitiakitanga within a rōpū tuku iho world
view. Māori explanations of creation will be examined and our place as humans in this world
will be explored. An introduction to atuatanga will be explored through pūrākau.
LEARNING OUTCOMES:
Students will be able to:
1. derive tikanga to express kaitiakitanga,
2. identify Atua and explain their domain within the natural world (Te Taiao),
3. articulate the whanaungatanga of Te Taiao,
4. describe the importance of whakapapa within Māori creation stories,
5. explain Māori sustainable management philosophies, and
6. describe the resource consent application process provided for in the Resource
Management Act.
ASSESSMENT:
Students are required to:
1. attend and participate at the noho; and
2. complete a 1500 word essay on the following:
a. Māori explanations of creation and their relevance to us as Māori,
b. tikanga to express kaitiakitanga, including these drawn from the student’s own
takiwā.
REQUIRED TEXTS
Barlow, Cleve
‘Tikanga Whakaaro: Key Concepts in Māori Culture’
Pages 34-35
Oxford University Press
South Melbourne
1991
Blair, N.
“Tāmaki: Kaitiakitanga in the Concrete Jungle”
Whenua: Managing our Resources
Edited by Merata Kawharu
Reed
Auckland
2002
25Kaitiakitanga Pūtaiao Kawharu, Merata Dimensions of Kaitiakitanga: An investigation of Customary Māori Principle of Resource Management PhD Thesis Oxford University 1998 Kelsey, J. “Old Wine in New Bottles” Whenua: Managing our Resources Edited by Merata Kawharu Reed Auckland 2002 Mutu, M. “Barriers to Tangata Whenua Participation in Resource Management” Whenua: Managing our Resources Edited by Merata Kawharu Reed Auckland 2002 Marsden, M. “God, Man and Universe, A Maori View” The Woven Universe: Selected Writings of Rev. Māori Marsden The Estate of Rev. Māori Marsden [Awanui, Te Taitokerau] 2003 Minhinnick, Nganeko “Establishing Kaitiaki “ A paper Auckland 1989 New Zealand. Ministry for the Environment An Overview of the Resource Management Act Ministry for the Environment Wellington 2006 New Zealand. Ministry for the Environment Appearing at a Resource Consent Hearing Ministry for the Environment Wellington 2006 New Zealand. Ministry for the Environment Applying for Resource Consent Ministry for the Environment Wellington 2006 New Zealand. Ministry for the Environment Making a Submission about Resource Consent Ministry for the Environment Wellington 2006 26
Kaitiakitanga Pūtaiao
Pond, W.
“Resource Rights” Chap 2
The Land with All Wood and Water
Waitangi Tribunal Rangahau Whanui Series
Waitangi Tribunal
Wellington
1997
Royal, Caleb, and Pātaka Moore
Case Study: Fonterra
Unpublished material
2006
Royal, C.
“Kaitiakitanga: Identifying and Recording Tribal Heritage: Advocating for Kaitiakitanga”
Paper presented at Auckland Regional Council Heritage Hui
Auckland
1996
Roberts, Mere, W. Norman, N. Minhinnick, D. Wihongi, and C. Kirkwood
“Kaitiakitanga: Māori Perspectives of Conservation”
Pacific Conservation Biology
2005
Vol 2, pp 7-20
Te Wānanga-o-Raukawa Research Centre
st
“Kaitiakitanga: Tōna Oranga i te Rautau Hou: Setting the Agenda for the 21 Century”
Research Report No. E-003
Te Wānanga-o-Raukawa
Ōtaki
1998
The Resource Management Act 1991
Turia, Tariana
“Kaitiakitanga “
Walking the Talk: A Collection of Tariana’s Papers
Edited by R.A. Selby
Te Wānanga-o-Raukawa
Ōtaki
2005
27Kaitiakitanga Pūtaiao
NOHO TWO
Course Name: TE ORANGA Ā TĀNE
Course Reference: PKP1B
Credits: 10
Pre-requisites: Nil
Lecturer/s: Rob McGowan, John Barrett, Nathan Stent, Anthony Cole, Caleb
Royal, Mike Joy and others as appropriate.
SCHEDULE:
Students are required to attend noho on the scheduled dates. Attendance is compulsory.
Duration: 100 hours
NB. Students who wish to alter the schedule must make the request in writing in advance.
Extensions will not be granted automatically.
GENERAL AIM:
To develop an understanding of ngahere life forms.
LEARNING OUTCOMES:
Students will be able to:
1. identify 30 native plants and three uses of each,
2. identify 15 native birds and be able to recognise their calls and plumage,
3. describe techniques for measuring forest fragmentation, and
4. conduct basic monitoring techniques to assess the health of ngahere.
ASSESSMENT:
Students are required to:
1. attend and participate at the noho and contribute to the rōpū; and
2. write a 1500 word report on the following theme: “Identify a forest fragment or remnant
of your choice and apply monitoring techniques in which you assess the health of the
ngahere”.
REQUIRED TEXTS
Dawson, J. and Lucas, R.
Nature Guide to the New Zealand Forest
Pg 278-300
Random House New Zealand
Auckland
New Zealand
2000
Fuller, Stephen
Kapiti Island Vegetation
pgs 9-24 & 51-101.
In:
Brown, Kerry
Restoring Kapiti; Nature’s Second Chance
Otago Press
2004
28Kaitiakitanga Pūtaiao
Janssen, H.
Bush Vitality Assessment. Growing Common Futures.
Pg 24-29, 34, 42-44, 53-55, 61-63, 75-77, 87-92.
Rainbow Print Ltd
Christchurch
New Zealand
2006
Handford, P.
Native Forest Monitoring; A guide for forest owners and managers
Pg 85-101
FRONZ
September, 2002
Heather, B & Robson, H
Field guide to the Birds of New Zealand
Penguin Books
Moon, P.
Tohunga; Hohepa Kereopa.
Pg 152-165
David Ling Publishing Ltd
Auckland
2003
Salmon, J.T
The Trees in New Zealand, The Native Trees of New Zealand
Pg 12-40
Reed Books
1980
Taiepa, T., P. Lyver, P. Horsley, J. Davis, M. Bragg, and H. Moller
“Co-management of New Zealand’s Conservation Estate by Māori and Pakeha: A Review”
Environmental Conservation
1997
Vol 24, no 3, pp 236-250
Young, David
Our Islands, Our Selves – A history of conservation in New Zealand
Pg 206-238
University of Otago Press
Otago
2004
SUPPLEMENTARY TEXTS
Best, E
Forest Lore of the Māori
Government Printer
Wellington
1986
Durie, M.H.
Māori, Science and Māori Development
People and Performance
1996
Vol 4, no 3, pp 20-25
29Kaitiakitanga Pūtaiao Kawharu, M. Dimensions of Kaitiakitanga: An Investigation of Customary Māori Principles of Resource Management PhD Thesis Oxford University 1998 New Zealand. Te Puni Kokiri Biodiversity and Māori: Te Ara o Te Ao Turoa Te Puni Kokiri Wellington 1994 Powell, A. Powell’s Native Animals of New Zealand David Bateman Auckland 1998 30
Kaitiakitanga Pūtaiao
NOHO THREE
Course Name: NGĀ TAKE TAIAO
Course Reference: PKP1C
Credits: 10
Pre-requisites: Nil
Lecturer/s: John Barrett, Caleb Royal, Pātaka Moore, Keri Takao, Nathan
Stent, Garth Harmsworth and others as appropriate.
SCHEDULE:
Students are required to attend noho which includes a field trip on the scheduled dates.
Attendance is compulsory.
Duration: 100 hours
NB. Students who wish to alter the schedule must make the request in writing in advance.
Extensions will not be granted automatically.
GENERAL AIM:
Through a fieldtrip students will be introduced to a biologically diverse environment where it is
possible to better appreciate the challenges facing conservation management of biodiversity
in Aotearoa. To develop practical skills required for the management of these biological
systems and to understand the urgency required for necessary protection measures.
LEARNING OUTCOMES:
Students will be able to:
1. provide guidance on the effective management of our environment and biodiversity,
2. describe the inter-connectedness of all parts of the biological world,
3. describe methods of island conservation and restoration of biodiversity,
4. describe methods of pest management, and
5. describe the causes of bush fragmentation and methods used in their restoration and
management.
ASSESSMENT:
Students are required to:
1. attend and participate at the noho; and
2. produce a 1500 word report, based on a case study of conservation and restoration of
biodiversity that demonstrates an understanding of the learning outcomes.
REQUIRED TEXTS
Broomfield, J.
Other ways of knowing: Recharting our future with ageless wisdom.
Tandem Press
Auckland
1996
Department of Conservation & Ministry for the Environment
The New Zealand Biodiversity Strategy: Our chance to turn the tide, Whakakōhukihukitia te
tai roroku ki te tai oranga.
Government Printers
Wellington
31Kaitiakitanga Pūtaiao Dickison, Mike “Māori science? Can traditional Māori knowledge be considered scientific? New Zealand Science Monthly Vol 5, No. 3 pages 6-7 Janssen, Helmut Bush Vitality Assessment. Growing Common Futures Pg 16-36 Rainbow Print Ltd Christchurch New Zealand 2006 New Zealand: Te Puni Kokiri Te Ara o te Ao Tūroa Biodiversity and Māori Te Puni Kokiri Wellington 1994 Part 1: Restoring Land and Sea (pgs 7-49) Chapter 15: Biosecurity of Kapiti Island (pgs 105-108) In: Restoring Kapiti; Nature’s Second Chance Edited by Kerry Brown. Otago Press 2004 Roberts, M., W. Norman, N. Minhinnick, D. Wihongi, and C. Kirkwood Kaitiakitanga: Māori perspectives on conservation Pacific Conservation Biology 1995 Vol 2, pgs 7 – 20 Milner, J, & P. Sciascia Māori and Biological diversity A background paper for the Biodiversity Now Symposium Victoria University Wellington 1997 New Zealand Conservation Authority An interim report and discussion paper: Māori customary use of native birds, plants and other traditional materials. Pages 64 - 124 Wellington 1997 Taiepa, T, P. Lyver, P. Horsley, J. Davis, M. Bragg, and H. Moller Co-management of New Zealand’s Conservation Estate by Māori and Pakeha: A Review Environmental Conservation Vol 24, no 3 pages 236-250 1997 32
Kaitiakitanga Pūtaiao
Pond, W
The land with all woods and water
Waitangi Tribunal Rangahau whanui series
Chapter 3
Ngahere – The forest Economy
Pages 33-46
1997
RECOMMENDED TEXTS
Buhrs, T., and R. Bartlett
Environmental Policy in New Zealand
Longman
Auckland
1993
Dengate Thrush, Peter
Indigenous Flora and Fauna of New Zealand
Waitangi Tribunal Research Series
Brooker’s
Wellington
New Zealand
1995
Froude, Victoria
Environmental Performance Indicators: An Analysis of Potential Indicators for Freshwater
Biodiversity
Ministry for the Environment
Wellington
1998
James, B.
The Māori Relationship with the Environment
Department of Conservation
Wellington
1995
New Zealand. Ministry for the Environment
Kaitiakitanga and Local Government: Tangata Whenua Participation in Environmental
Management
Ministry for the Environment
Wellington
1998
New Zealand. Ministry for the Environment
Protecting our Native Plants and Animals: Communities in Action
Ministry for the Environment
Wellington
2002
33Kaitiakitanga Pūtaiao
NOHO FOUR
Course Name: KOHINGA MAHARA
Course Reference: PKP1D
Credits: 10
Pre-requisites: Nil
Lecturer/s: Rachael Selby, Pātaka Moore, Anne Thorpe, Moko Morris and
others as appropriate.
SCHEDULE:
Students are required to attend noho on the scheduled dates. Attendance is compulsory.
Duration: 100
NB. Students who wish to alter the schedule must make the request in writing in advance.
Extensions will not be granted automatically.
GENERAL AIM:
Introduce students to oral history research techniques and develop the knowledge needed to
record interviews using oral history techniques and methods.
LEARNING OUTCOMES:
Students will be able to:
1. identify and explain the expression of kaupapa in oral history interviewing,
2. explain the place of tikanga Māori in oral history,
3. outline the technical aspects of oral history research,
4. develop a kohinga mahara proposal, including an information sheet, consent form and
interview schedule,
5. design a questionnaire that will generate information about geographical and natural
resources within their takiwā,
6. describe preferred characteristics of proposed interviewees, and
7. explain why synthesis is an important part of the oral history method.
ASSESSMENT:
Students are required to:
1. attend and participate at the noho;
2. produce a 300 word proposal outlining the various stages of a kohinga mahara
interview process and describing the characteristics of a preferred interviewee. This is
to be completed and approved before the end of the noho; and
3. produce a 1200 word assignment that explains the expression of kaupapa in oral
history recording. This will include an information sheet and an interview schedule.
REQUIRED TEXTS
Fyfe, J., and H. Manson
Oral History and How to Approach it
New Zealand Oral History Archive
Wellington
1989
Hutching, M.
Talking History: A Short Guide to Oral History
Bridget Williams Books and Historical Branch, Department of Internal Affairs
Wellington
1993
34Kaitiakitanga Pūtaiao
McDonald, Charlotte, Merimeri Penfold and Bridget Williams, Eds.
The Book of New Zealand Women: Ko Kui ma te Kaupapa
Bridget Williams Books
Wellington
1991
Mclean, Parekawhia
“Oral History & Iwi Development: A Personal Viewpoint“
Maori and Oral History: A Collection
Edited by R.A. Selby and A. Laurie
NOHANZ
Wellington
2004
National Oral History Association of New Zealand
Code of Ethical and Technical Practice
NOHANZ
Wellington
2001
Royal, Te Ahukaramū Charles
“Oral History and Hapū Development”
Maori and Oral History: A Collection
Edited by R.A. Selby and A. Laurie
NOHANZ
Wellington
2004
Royal, Te Ahukaramū Charles
Te Haurapa: An Introduction to Researching Tribal Histories and Traditions
Historical Branch, Department of Internal Affairs
Wellington
1992
Thompson, P.
Voice from the Past: Oral History
Oxford University Press
Oxford
2000
Walker, P.
“Tips for Interviewing Kuia and Koroua”
Te Wānanga-o-Raukawa
Ōtaki
RECOMMENDED TEXTS
Ballara, Angela
Iwi: The Dynamics of Māori Tribal Organization from c. 1769 to c. 1945
Victoria University Press
Wellington
1998
Holm, Janet
Caught Mapping: The Life and Times of New Zealanders Early Surveyors
Hazzard Press
Christchurch
2005
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