Revitalising Māori Language Provision in a city post-earthquakes:
Education Renewal for Māori Language Programmes in the Greater Christchurch
Ko ō mātou kāinga nohoanga, ko ā mātou mahinga kai,
me waiho marie mō mātou, mō ā mātou tamariki,
mō muri iho i a mātou! Kemps Deed 1848
The land shakes and moves
The education system needs a shake up too!
Map circa 1848
Disaster preparedness
Recent disasters in Haiti and Pakistan in 2010 showed the
need to “use knowledge, innovation and education to build
a culture of safety and resilence at all levels” as articulated
in the Hyogo Framework for Action 2005-2015.
The role of education for disaster risk reduction strategies
can thus be presented according to three types of
activities: 1) Save lives and prevent injuries should a
hazardous event occur, 2) Prevent interruptions to the
provision of education, or ensure its swift resumption in the
event of an interruption, and 3) Develop a resilient
population that is able to reduce the economic, social and
cultural impacts should a hazardous event occur.
Pre–quake Provision
Only 13 out of every 100 Māori children who start at
high school in Christchurch get to Year 13 (graduate
from High school with University Entrance).
Pre-quake there were 8,171 Māori children in schools in
the greater Christchurch area, including Waimakariri
and Selwyn.
By September 2011 only 7,617 are left. Māori made up
554 of the 1235 children who left the region.
Of the 7, 600 left, if we continue to be passive in
education then less than 1000 children out of the 7,6005
left will get to Year 13.
Who’s in Charge of Long-Term Community Recovery?
It is unclear which agency, organization, department or individual in the
larger network of aid providers is responsible for planning for postdisaster community recovery. Local officials often begin planning for
recovery after a disaster occurs and fail to involve their land use planner
in decision making activities, including the development of a disaster
recovery plan…Gavin Smith 2010
Disaster events provide unique opportunities to improve pre-event social,
economic and environmental conditions, including the incorporation of
hazard mitigation into recovery (Berke, Kartez & Wenger, 1993; Rubin &
Barbee, 1985; Homer-Dixon, 2006).
Others argue that disasters provide “opportunities” for those in positions
of power (namely economic development interests), not necessarily
disaster victims or the community as a whole (Vale & Campanella, 2005).
A significant proportion of the 132 million children out-of-school worldwide,
live in countries affected by war and natural disasters. Achieving
Education for All requires that we ensure learning opportunities for these
children and youth affected by emergencies.
It is increasingly recognized that education must be a principal part of any
humanitarian response. Conflict and disaster-affected communities
themselves prioritize the provision of education for their children, often
even before more immediate material needs. Education can save and
sustain lives, offering physical, cognitive and psychosocial protection
when delivered in safe, neutral spaces. Education restores routine and
gives people hope for the future; it can also serve as a channel both for
meeting other basic humanitarian needs and communicating vital
messages that promote safety and well-being. As the UN lead agency for
Education, UNESCO plays an active role in promoting education as a part
of emergency response and for long-term recovery.
The Māori Response
The response to 22 February event was the immediate mobilisation of
emergency workers, hospital and medical staff,volunteers and many so
called ordinary citizens wo found themselves in the midst of a damaged
city and traumatised population and helped out or escaped as best they
could.One of our informants had to amputate the legs of a man trapped
in a building; another hurrying home to his own whānau stopped to carry
an injured woman-her legs crushed-from a collapsed building. All over
the city and beyond, Māori networks mobilised to contact and help
whānau; many chiildren were taken away to safe areas,often to the
North Island and matresses were laid out in homes to help
accommodate the refugees.
Marae (Māori long hosues) enacted their role as communal refuges, not
just in the tribal area of Ngāi Tahu but across the south Island and
including North Island marae such as Pipitea in Wellington (Te Puni
Kokiri,2011) Several iwi(tribes) sent in teams of tradespeople and
nurses; Māori wardens came from elsewhere in the South Island and
then from the North Island. Lambert 2012
Education Recovery
Māori Leadership in the Education
Ngāi Tahu major tribe in the South Island
of New Zealand.
Ngāi Tahu Leadership in
the Education Recovery.
10 bilingual programmes in mainstream schools (347
2 Kura Kaupapa Māori (Māori Immersion schools –Māori
values driven)
6 Kōhanga reo (7 Language nests)
2 bilingual/immersion ECE centres
No bilingual secondary schools
(MOE data accurate to September 1, 2011)
Dot map- showing current provision
Ngāi Tahu Consultation for Education Recovery Plan
Strategic Priorities from consultation hui
• There will be strong Ngāi Tahu influence in education.
• Quality Early Childhood Education with strong
bilingual/kaupapa Māori options will be provided.
• Targeted teacher education initiatives pre-service and inservice will be offered.
• ‘Cradle to the grave’ educational options for Ngāi Tahu will
be established.
• Our tamariki will achieve academic excellence and be
strong in their identity, culture, connections and Ngāi
• To recognise the previous strategies that have come
before but to now move to implementation as a matter of
Adult /
Mātauraka Kāi Tahu
Mātauraka Kāi Tahu is about valuing, renewing and strengthening our unique
identity and cultural practices as Ngāi Tahu. It is about valuing the importance
of place and connection by physically and conceptually anchoring our children
and whanau in their natural environment where they learn about the place they
live in, its rich history, traditions and their whakapapa (geneaology).
Whānau Priorities 2012 - 2015
1. Five quality bilingual and immersion Early Childhood
Education options will be established and co-located
with strong bilingual / immersion schooling initiatives
across the greater Christchurch area.
2. Learning communities (Puni Mātauraka or Ngāi Tahu
educational hubs) based on the concept of the Pā or
Wānanga and which includes inter-generational
learning on the same site will be established. This
site could include community and social services.
(Charter school?)
3. Strong bilingual secondary schools are established.
System Capability 2012 – 2015
Focussed Ngāi Tahu influence and leadership with local ECE
providers to enhance the provision of kaupapa Māori, Te Reo and
cultural competency. (eg ABC, Kids First, Kōhanga Trust)
Focussed Ngāi Tahu influence and leadership with all local teacher
education providers to enhance the provision of kaupapa Maori, Te
Reo and cultural competency. Teacher education providers will be
accountable and carefully monitored on their progress. This
includes best practice in-service professional development for
Māori Medium and mainstream educators will be provided all levels
from ECE-schooling.
An innovative and exciting Māori Medium / kaupapa Māori teacher
training course in Te Wai Pounamu will be developed in partnership
with Ngāi Tahu.
Monitoring of the above by Mātauraka Mahaanui.
Iwi-Tribal Leadership and Authority in
A Waitaha Education Authority known as Mātauraka Mahaanui will be
established and resourced through the MoU with the Ministry of
Education. This group will complete the following:
Drive strategic educational leadership and influence for Ngāi tahu Tribal
Councils-Rūnaka and Ngāi Tahu whānau in the greater Christchurch area.
Focus on implementation of initiatives from conceptual stage to full
development with the Ministry of Educaiton and key agencies.
Develop partnerships and work collaboratively with targeted educational
groups to achieve these initiatives.
Draft Education Renewal Plan Launched May 10, 2012
Proposal 1.2: That a Waitaha Education
Authority be established by Ngāi Tahu.
Proposal 2.2: To ensure that the identities,
languages, and culture of learners
continue to be valued and supported in
Early Childhood Education.
Proposal 3.5: To ensure that the identities,
languages, and culture of learners
continue to be valued and supported for
school-age learning.
Proposal 4.5: To continue catering for
priority groups for post-compulsory
Phase 3Area
Educational Renewal Greater Christchurch
Mātauraka Mahaanui-established October 2012-May
Draft Māori Medium Strategy ready for consultation
Māori medium provision-Future needs 2013-2018
Schools and Early Childhood Centres subject to mergers
and closures-newspaper articles from May 2013
As at May 30th –Schools closing with bilingual
programmes Manning, Branston, Richmond.
Schools merging Aranui, Woolston, Freeville.
Example of Māori Leadership/ Indigenous Leadership
post disaster- Response,Recovery and Renewal.
Note still in Renewal Phase for at least the next 5 years.
Has created opportunities for Māori tribal leadership.
Has created opportunites to enhance the education of
Māori children and strengthen the revitalisation of Māori
Still work in progress but the challenge will be to ensure
provision is cordinated and implemented in collaboration
with Māori/Ngāi Tahu.
Puritia tāwhia kia ita
Te mana tupuna
Te mana whenua
Te mana tangata!
Hold fast and firm
To my inherited authority
To my right to this land
To my freedom and right to self determination!

Iwi priorities in Educaiton