Hãpai i te reo, hãpai i te mãtauranga, hãpai i te wairua: Uplifting language, uplifting knowledge, uplifting the spirit

Abstract

This thesis explores the notion of Māori succeeding ‘as Māori’ through the pakiwaitara or narratives of five Māori students who completed a tertiary level te reo Māori foundation programme. The stories of the participants’ show they experienced a learning environment structured around Māori culture, tikanga, te reo and pedagogy that was distinctly Māori. All the participants, a number of whom are second chance learners, consider that their learning in this context transformed their lives both personally and professionally. Participants developed or enhanced profoundly positive identities alongside successful educational outcomes. Though at tertiary level, and set within a mainstream tertiary institution, I argue that the participants’ stories offer critical insights into what is required for Māori to achieve ‘as Māori’. The research highlights the many transformations that can occur for Māori learners within education. If Māori learners are presented with opportunities to learn in authentic contexts, have access to knowledgeable Māori peoples and communities, and experience pedagogical approaches that are both decolonising and understand the possibilities of ako - the education goal of Māori succeeding as Māori may become a lived reality.