5 Navigating collaboration—Māori/Pasifika
Te Reo Areare report to Te Kāhui Whetū
5.1 Mā Te Huruhuru Te Manu Ka Rere
The attention of Miro Māori was focused on collective action against the global budget by broadening the perspective to include personnel and resources.
5.2 Heartland tour
In Ōtautahi the tour shared the impact within the ECE sector since 2010. Members of the wider community did not realise how government policy had impacted on kaiako and tamariki alike where reduced funding and increased costs has forced teachers to find other ways to fund operations.
5.3 Kōhanga Reo
Tena tatou katoa. He maha ngā nekenekehanga kei roto i te Poari o te Kōhanga reo. Kua puta atu Te Whāriki mo ngā Kōhanga reo, engari kei te whakarite tonu ngā wā whakangungu i tenei marau. Kua timata tatou he panui hei whakamohio ngā mema Kōhanga reo i roto i to tatou uniana i ngā nekenekehanga o to tatou uniana.
We sent electronic postcards to the Minister of Education, Nikki Kaye, asking for a paid release day to unpack and analyse the updated early childhood curriculum, Te Whāriki. The postcards were followed with visits and messages to let the minister know how strongly many ECE teachers felt about this oversight. What about the classroom teachers—when do they get time to meet and work with Curriculum Champions?
NZEI and PPTA Māori members responded to a national challenge to consider the possibility of developing a new and fit for purpose collective agreement for area schools. Tension remains between Primary and Secondary members around release time and study leave provisions, with differences within each agreement having an impact on the operations of the whole school.
5.6 Kaiawhina Tautoko/Kaiarahi i te Reo
The Teachers’ Aide training programme is available for those interested in becoming qualified teacher aides. We are maintaining pressure on the government because the Support Staff negotiations could depend on concerted pressure from community.
5.7 Te Umanga Mātauranga
Restructuring within the Ministry of Education and a name change (Learning Support Ministry of Education) are two major issues engaging members. The role of Te Umanga Mātauranga in Kāhui Ako is underway with a trial in Waiāriki.
Tumuaki Māori Hauora from an NZEI Te Riu Roa Principals’ survey has highlighted several concerns for Tumuaki Māori. Keeping ourselves and our colleagues safe is not always easy to do but regular reminders from staff and whānau about work life balance should be kept to the fore within our busy schedules.
5.9 Te Kupenga Rangatahi/New Educators Network
There were three very successful events during which Miro Māori members were able to establish a national network and kōrero kanohi ki te kanohi about ngā take Māori. Issues varied from event to event but good information generated great activism.
5.10 Hui-a-Rohe Whānui, Te Ngaio Tū
We held an informative hui in Papaioea with korero of the origins of Papaioea, and local sites of significance. Topics we covered included Miro Māori membership across NZEI Te Riu Roa, updates from Area Councils, mahi tahi, interactive workshops to re-engage and re-activate other members and raukuratanga—sharing stories on our learning journeys.
5.11 Iwi Relationships
Pressure to build relationships with iwi has been dependent on the readiness of iwi, through connections with Te Reo Areare, to provide introductions and time to proceed. Tiriti o Waitangi claim meetings, structural reorganisations and new body corporates are the reasons that lengthen the time to make connections.
5.12 Local body elections
Te Reo Areare noted there were several local Councils who have gained Māori and Pasifika representation including a Mayor who is Māori, and a Mayor who speaks te reo Māori. Issues for candidates included water, homelessness, and transport.
5.13 Kapa Haka Claim
The 2016 Primary Teachers Collective Agreement settlement successfully negotiated 140 Kapa Haka Teacher Relief Days for every 2 years for teachers involved in Te Mana Kuratahi. The process has been shaped for notification, allocation and collecting evidence for future bargaining rounds.
5.14 Climate Change
Mai te Kāhui Whetū me te Hui ā Tau i whakatau tētahi kaupapa here hei tiaki pai i a Papatūānuku. Katahi te mahi tahi ko tēnei. Kua tīmata tātou ki te tiaki i a Papatūānuku. Ehara i te mea he mea hou tēnei ki a mātou engari kei te aro tātou o NZEI Te Riu Roa kia whakarite tukanga hei tū hei kaitiaki. Mā tātou e poipoi ngā mokopuna kia mōhio ai i tō rātou taiao.
5.15 NZCTU Biennial Hui
I tū tēnei hui i te 4-6 o Haratua 2017 ki Kirikiriroa Marae. I tae ngā māngai Māori o ngā uniana rerekē o te motu. Ko ngā kaupapa nui o te hui, ko te Pōtitanga, Kotahitanga, Papatuānuku—Tiaki whenua, PCP update, Paora Stanley—Tauranga Moana Iwi, Mana Taurite- aged care workers entitled to Pay Equity.
5.16 Ngā Pae o Te Maramatanga
This was an opportunity for us to explore the narrative around food sovereignty, indigenous approaches to guardianship, resource management and finding pathways that will lead to flourishing people when we have air, land and water.
“Spirit women water is why we have life, singing to the water and ourselves- water is life and it can heal and has a spirit.”
Elder Sherry Copenance, First Nations Canada
5.17 Te Takanga o te Wā—Māori Histories
Schools can use Te Takanga o te Wā as a framework to introducing significant Māori historical places or events that have contributed to local iwi infrastructure, geography and aspects of behaviour. Sir Pita Sharples initiated Te Takanga o te Wā during his time as Associate Minister of Māori Education.
Schools have trialled Te Takanga o te Wā, using local iwi stories and resources to great effect on the learning and knowing of both the students and the wider school community.