Te Tomokanga Rangahau

Results 1 - 9 of about 9

  1. Anaru 2011 A Critical Analysis of the Impact of Colonisation on the Māori Language through an Examination of Political

    Author: Norman Albert Anaru

    This thesis consists of two sections. In the first section the thesis will critically analyse
    the impact of colonisation on te reo Māori (The Māori Language). This will be achieved,
    in part, through an examination of the whakapapa (genealogy) of te reo Māori. This
    whakapapa begins in South East Asia and concludes in Aotearoa/New Zealand. An
    examination of the history of te reo Māori, before and after the arrival of Pākehā (New
    Zealander of European origins) will follow and a discussion on the impact of colonialism
    on the Māori language. Many aspects of colonialism are explored including: religious,
    political, environmental and ideological factors. In order to invigorate a language one
    must seek to remember it in its wholeness (Thiong‟o, 2009). This section concludes with
    a critical discussion of the current status of te reo Māori and posits some suggestions for
    its regeneration and survival for future generations.
    The second section of this thesis will examine the epistemological, pedagogical,
    ontological, phenomenological, existential, ideological and critical theories of thirteen
    kaiariā (theorists), to provide greater analysis of the impact of colonialism on te reo
    Māori and Māori ideology. For example, Niccolo Machiavelli‟s theories of leadership
    define the rules of encounter when colonising a people. Machiavelli‟s idea that the end
    justifies the means is a clear example of how colonialism has been justified, without
    consideration of the impact on the indigenous people, in achieving the objectives of the
    colonising power (Goodwin & Machiavelli, 2003). Antonio Gramsci wrote that
    economic or physical force alone was not enough to ensure control by the bourgeoisie of
    the proletariat, but that a system that could manipulate social consciousness had to be
    devised by the colonising or ruling class, described by Gramsci as hegemony (Woodfin
    2004). Hegemony, used as a colonising tool is invasive and attacks the fundament
    ideological nature of indigenous beliefs, values, and customs as well as questioning the
    value of indigenous languages.

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  2. Duder 2010 Ko tō ringa ki ngā rākau a te Pākehā The use of digital resources in the learning and teaching of te reo Mori A c

    Author: Elisa Margaret Duder

    Te reo Māori (the Māori language) is the heritage language of the indigenous people of New
    Zealand. Since official colonisation by the British in 1840, the impact of successive
    Government policies, post-WW2 urbanisation and English-language dominance, have all
    contributed to significant Māori-language loss.
    In the 1970s it was realised that Māori as a language would not survive into the next
    millennium with the decline of the number of native speakers and intergenerational language
    transmission. Since then, efforts have been made in the revitalisation of te reo Māori, preeminent
    among them the establishment of a Māori-medium schooling system; legal and
    political recognition of the Māori language; an increase in Māori language broadcasting; and
    successful marae-based (courtyard and building around the meeting house) and communitybased
    movements aimed at teaching te reo Māori to adults.
    This project looks at one aspect of Māori language revitalisation: second language learning
    located in a Māori Development Faculty of an Auckland tertiary provider. The teaching and
    learning is based on the Te Whanake series written by Professor John Moorfield. The Te
    Whanake series illustrates the development of language-learning resources over the last thirty
    years, with the transition from textbooks, tapes and CDs to include a range of online digital
    This research used a mixed-methods approach to explore both the learner and teacher
    experience of the digital tools in the second language learning of te reo Māori. The research
    supported the notion that the successful use of digital tools in educational contexts required a
    sound pedagogical knowledge of how digital resources can be used. The research highlighted
    the critical role teachers had in linking tikanga Māori (Māori customs and values), pedagogy
    and technology so that resources capitalised on students’, and teachers’, digital and cultural
    The research process involved a non-Māori researcher in a Māori context. This experience
    was considered against the development of a Kaupapa Māori research methodology. Despite
    decades of literature and discussion on research methods in Māori contexts, there are only
    two major methodologies available to the New Zealand researcher. On the one hand is the
    Western tradition of objectivity and neutrality, with its assumptions about the access to
    knowledge. On the other hand there is the Kaupapa Māori (practices based on Māori customs and values) methodology based on Māori customs and values such as tapu (restriction and respect), koha (reciprocity and acknowledgement) and aroha (compassion and empathy).

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  3. Gully 2011 Me Whita Kia Whita Hold Fast to Hasten the Blaze The Development of an Accelerative Approach to Acquiring te Re

    Author: Nichole Gully

    This thesis is motivated by an awareness of the key role that Māori second language
    adult speakers play in the regeneration of the Māori language. The study provides an
    analytical description of the development of pedagogical materials for a new method
    of teaching te reo Māori to adults called ‘Kia Whita!’ (Hasten the Blaze!). ‘Kia
    Whita!’ is designed to rapidly enhance learners’ ability to communicate in te reo
    Māori while also developing cultural competence, knowledge and understanding. It is
    modelled on the Accelerative Integrated Method which was pioneered by Wendy
    Maxwell in Canada for the teaching of French and English to children. The study
    explains the theoretical foundations on which ‘Kia Whita!’ is built and articulates the
    special cultural and linguistic considerations that steered its development. This is an
    applied linguistic thesis drawing on second language acquisition theory and kaupapa
    Māori methodology. As a result these materials are cognisant of the intertwining
    issues and needs around second language acquisition, culture, place and the validation
    of the stated materials by key Māori stakeholders balanced against the varied needs of
    the second language learner of Te Reo Māori. Adopting this approach to the
    development of ‘Kia Whita!’ allows the materials to meet the high standards of
    effective second language pedagogy; and articulate Māori linguistic and cultural
    content acceptable to Māori experts while being comprehensible to learners of the

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  4. Kaai Mahuta 2010 He kupu tuku iho mō tēnei reanga A critical analysis of waiata and haka as commentaries and archives of Māori political history

    Author: Rachael Te Āwhina Kaái-Mahuta

    Prior to the arrival of Pākehā to Aotearoa/New Zealand, the Māori language was exclusively oral. However, this did not in any way impede the archiving of knowledge and history deemed important by tīpuna Māori. In fact, tribal history, knowledge and traditions have been preserved for generations in the many waiata and haka composed throughout the country. Māori waiata are one example of a traditional medium for the transmission of knowledge including tribal history, politics, historical landmarks, genealogy and environmental knowledge while also acting as a traditional form of expression for the articulation of anger, hatred, sadness, love and desire. Waiata and haka are examples of Māori poetry and literature. They are important for the survival of the Māori language and culture. In this sense, waiata are bound to Māori identity and the identity of whānau, hapū and iwi.
    Waiata and haka have been likened to the archives of the Māori people, preserving important historical and cultural knowledge, and it is logical that in traditional Māori society these compositions would have acted as the ‘newspapers’ and perhaps even tribal philosophical doctrine of the time. Waiata offer an alternative view of the history of Aotearoa/New Zealand to those that are based on mainstream Eurocentric history books and archives. However, many of these waiata are being lost through time and with them, a Māori knowledge base regarding the meaning behind the words. This is exaggerated by the fact that waiata contain the highest form of language utilising proverbs and figurative speech.
    The purpose of this research is to establish the validity of waiata and haka as commentaries and archives of Māori political history. It has included the development of a proposal and template for an online digital repository of waiata that will include not only the music and lyrics but also an in-depth analysis of the meaning behind the lyrics. The site will be free to access and act as an archive to preserve oral histories contained within waiata. This will provide a national resource thus demonstrating the interface between recovering traditional knowledge and storing this through innovative technology especially, for future generations.

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  5. Keegan 2007 Indigenous Language Usage in a Digital Library He Hautoa Kia Ora Tonu Ai

    Author: Te Taka Keegan

    The research described in this thesis examines indigenous language usage in a
    digital library environment that has been accessed via the Internet.
    By examining discretionary use of the Māori Niupepa and Hawaiian Nūpepa
    digital libraries this research investigates how indigenous languages were used in
    these electronic environments in 2005. The results provide encouragement and
    optimism to people who are striving to retain, revitalise and develop the use of
    indigenous languages in information technologies. The Transaction Log Analysis
    (TLA) methods used in this research serve as an example of how web logs can be
    used to provide significant information about language usage in a bilingual online
    information system. Combining the TLA with user feedback has provided insights
    into how and why clients use indigenous languages in their information retrieval
    activities. These insights in turn, show good practice that is relevant not only to
    those working with indigenous languages, indigenous peoples or multilingual
    environments, but to all information technology designers who strive for universal

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  6. Lewis 2007 A criterion referenced analysis and evaluation of the processes involved in formulating a Māori language regene .pdf

    Author: Roger Brian Lewis

    The quality of the processes involved in language regeneration strategy formation
    is critical to the creation of an effective language regeneration strategy and this, in
    turn, is critical to the achievement of successful language regeneration outcomes.
    The overall aim of this research project was to evaluate, using a range of
    effectiveness criteria, the processes involved in the creation of a marae-based te
    reo Māori regeneration strategy in the hope that others involved in similar projects
    in the future would benefit and in the hope that the Whakamārama whānau will
    themselves derive benefit from it in reviewing what has already been achieved.

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  7. Maclean 2012 He rāngai maomao he iti pioke Te Mauri o Pūheke

    Author: Joseph Hēnare Maclean

    Ka tōia mai tēnei takutaku mō te reo hei tīmatanga kōrero māku. Ka tukua kia tau mai ai
    te mauri o te reo, kia wātea ai te huarahi atu ki tēnei kaupapa. Ko te ia o te takutaku nei,
    i ahu mai te reo i te orokohanga mai o te ao, i ngā atua, heke iho ki te ira tangata. Ka
    tīmata hei hihiri, hei ngatei, ā, ka whai take, ka ūhia ki te whē, nāwai rā, ka āhua ko te
    kupu, ka waiho mā te hā e kawe hei whakatinana i te whakaaro, i te wawata o te tangata
    (Tāwhai, ā-waha, 2011).
    Ka waiho ake mā te wairua o ngā kupu nei e whakatō te kākano o te whakaaro ki te reo
    ki roto i te hunga pānui me kore noa ka ū mai te māramatanga ki tēnei mea te reo, ki ōna
    huanga, ki ōna āhuatanga, ki ōna pānga mai ki te tangata, ki tōna tuakiri, ki tōna ahurea,

    1He takutaku mō te reo i homai e Te Awhimate Tāwhai i te 01/03/2011.
    otirā, ki tōna katoa. Ki tā Dummet (1993) ka whakakīkī te reo i te hinengaro, arā, ko te
    reo he waka hei kawe i te whakaaro. Ko te reo te moko o te hinengaro, ka mutu; ko te
    rautaki reo ka whakaritea hei moko mō tēnei kaupapa rangahau.
    Nō reira, ko tā te rangahau nei he aruaru i ngā āhuatanga, i ngā wānanga, i ngā pūkenga
    e pai ai te whakatakoto i tētahi rautaki whakaora reo mō ngā hapū e rua, mō Patukoraha,
    mō Te Whānau Moana.

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  8. Ngaha 2011 Te Reo a language for Māori alone An investigation into the relationship between the Māori language and Māori identity

    Author: Arapera Bella Ngaha

    This thesis is a sociolinguistic study that addresses the link between Māori identity and the
    ability to speak and understand te reo Māori (the Māori language). This study goes right to
    the heart of the relationship between language and identity. The international literature
    regarding this relationship is considerable and suggests that for many of the indigenous and
    minority language communities around the world, such a link is an imperative. It is a view
    that is also reflected in the Māori literature. As a first step this study questions that
    proposition and explores the views of Māori on this matter which allows us to gain insights
    into the ways in which Māori in the early 21st century view their language and their identity.
    In a second phase this study looks to explore the idea of encouraging and supporting nonMāori – those who have no Māori whakapapa (geneology) – into learning to speak te reo
    Māori as a means of assisting te reo revitalisation, through increasing the numbers of
    speakers of te reo. Understandings around the importance of te reo to Māori identity have had a huge influence on the ways in which Māori reacted to this proposition.
    This project is of direct relevance to Māori, who have been extremely concerned for several
    decades about the loss of the Māori language and its ongoing threatened status. Māori have
    been directly involved in measures to preserve the language both on the national stage and at local levels. More than 600 people contributed to this study and both quantitative and
    qualitative modes of analysis were employed at different stages of this study. The quantitative data from the survey was analysed using the SPSS1 programme. Interpretive content analysis and narrative analysis that utilised tikanga or models of Māori understandings of identity, and
    sociolinguistic theory exposed a number of themes that are used to illustrate the findings of
    this study.

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  9. Rangihaeata 2011 Ka ora ngā kōrero hītori o Ngāti Konohi mā roto mai i ngā mahi whakaako waiata i te kapa haka o Whāngārā-mai-tawhiti

    Author: Piripi Kaahe Rangihaeata

    Ko te whāinga matua o tēnei tuhinga, ko te wānanga, ko te tātari i te huarahi whakaako i ngā kōrero hītori, i ngā kōrero tuku iho i roto i ngā mahi kapa haka. Ko ngā huarahi pēnei i te haka, i te waiata, i te mōteatea e whakatauira nei i te āhuatanga o te ako ā-waha, ā-hinengaro, ā-kupu, ā-whatu hoki. Hei whakatauira ake i tēnei kaupapa rangahau, ka noho ko taku kapa haka o Whāngārā-mai- tawhiti hei kapa patapātai māku mō tēnei kaupapa rangahau. Ka rua, ka whakamāramatia ake ngā huarahi e whāia ana e rātou ki te whāngai, ki te pupuri i ngā kōrero hītori o Ngāti Konohi.
    Kua tīpakohia tētahi momo titonga nō ia tau i tū ai Te Kapahaka o Whāngārā- mai-tawhiti mai te tau 1995 ki te tau 2011. Hei tauira ko ētahi o ngā kaupapa titonga waiata e hāngai ana ki te hītori o Paikea mai i Hawaiki ki Whāngārā. Ka noho ko Paikea hei kupu whakarite mō te matenga o tētahi kaumātua nō Ngāti Konohi. Ka noho hoki ko ngā hononga i waenga i a Ngāti Konohi me ētahi atu iwi hei kaupapa mō ētahi/ tētahi o ngā waiata/ haka/ mōteatea. Ko te mea nui, he titonga waiata ēnei e puta ai, e pupuri ai ngā kōrero hītori a Ngāti Konohi ake, ā, he mea tuku iho i roto i te wā, mai tēnā whakatipuranga ki tēnā whakatipuranga.
    Hei te mutunga, ka kitea mēnā he tika, he hē rawa rānei tāku whakapae, ‘Ka ora ngā kōrero hītori o Ngāti Konohi mā roto mai i ngā mahi whakaako waiata i te kapa haka o Whāngārā-mai-tawhiti.’ Inā e pūkana nei, inā e whātero nei, inā e ngangahu nei, inā e ora nei!

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