Hangaia te mātāpuna o te mōhio: learning foundations for Māori adults

3. Unique findings

The above findings are common across all three projects. In addition, the Te Awanuiārangi study (Mlcek et al., 2009), which focuses on unique marae-based programmes, found that the marae context was especially significant for Māori learners:

If we look at the marae environment, it is about connecting yourself with your whenua [land] and your awa [river], and not just looking at whakapapa, but looking around at the environment and committing to it. Look at the marae and compare it to the whare Pākehā [Pākehā school/house]… In the wharenui [sleeping house] on the marae, it is all about the kōrero…the listening and values. (Mlcek et al., 2009, p. 21)

3.1: Reinforcing Māori identity

The marae is not merely the venue for the provision but the place where those with the wairua and knowledge are already engaged. Marae-based learning contexts reinforce/affirm the adult learners’ identity as Māori and reflect a Māori wairua for many of the participants: it works to ‘embody identity’ as well as to ‘reaffirm who we are’.

As one student observed, going to a marae-based programme is where “the wairua is different…when you are in the wharenui (sleeping house/meeting house), they are giving back your mana…giving back your kōrero” (p. 22). This was seen as particularly important for many learners, as “the foundation to build a strong base, of identity, and of learning in a safe environment” (p. 23).

3.2: The importance of te reo Māori

Adult Māori learners also highly value learning te reo Māori within the safe learning environment of the marae. The context and support that this setting provides saw those students in the degree programme improving their spoken te reo significantly. There was general agreement among the students on these programmes that the only way to “pursue te reo” was through doing the programme of learning on the marae.

The marae is the ultimate learning place for Māori. There has been a breakthrough with marae-based education, as marae equals identity.

It has been overlooked that the marae has knowledge resources…haven’t tapped into this yet. Marae breeds success. Other institutions don’t have enough practice.

(Mlcek et al., 2009, p. 22)

This accords with wider research in language acquisition that highlights that foundation and language learning are best acquired in responsive social contexts.
 

3.3: Marae as a key access point for learning

Marae-based learning provides adult Māori learners with an accessible, safe and culturally congruent learning context. From a practical point of view, participants acknowledged the usefulness of having marae-based learning provided by the wānanga within their rohe (geographical area).

The weekly cluster groups were another favourable talking point, as were the noho marae, which saw groups of students coming together for whole weekends of study. The intensity of, and commitment to, these sessions was clearly significant; students and tutors worked together, came together for karakia, waiata and pepeha, often participated together in a hīkoi that related to the particular rohe of the marae, and ate and slept together.

There was also an appreciation of the importance of one’s home marae in and to the teaching and learning process. The community of people and the elders belonging to each marae participated in the teaching and learning programme with the wānanga lecturers.

…our people can feed and care for thousands of manuhiri [visitors]…not being formally educated…can whaikōrero [speak formally] for up to an hour. Marae have always been a learning institution mai ra ano…we, that is Te Whare Wānanga o Awanuiārangi, hasn’t tapped in yet. For years our people had been told or thought that they were dumb, not good enough. Marae-based learning equals success…is successful. (Mlcek et al., 2009, p. 22)