Mātauranga Tūhoe: the centrality of Mātauranga-a-iwi to Māori education.

Abstract

The general aim of this thesis is to improve understanding about the place of mātauranga-a-iwi in the education system. In the modern education system, the linked terms mātauranga-a-iwi, mātauranga Māori, and kaupapa Māori theory are used to define Māori identity and Māori knowledge. But this thesis argues that these concepts must be grounded in a 'real', environmentally-located knowledge within tribal lands. It follows that mātauranga Māori, and kaupapa Māori theory, with their roots in mātauranga-a-iwi, must ultimately be understood as a relationship between the tribal environment and its people. The tribal environment, or rohe, of Tūhoe is the illustrative site of mātauranga-a-iwi for this thesis. The rohe for Tūhoe is Te Urewera. The relationship that exists between Tūhoe and this landscape is outlined mapping this intimate relationship (chapter 2). The thesis does the work of explaining what mātauranga-a-Tūhoe is, and how it has developed through a series of historical engagements. These things were learned by me at the feet of my grandmother (chapter 1). The engagements include: iwi interactions (chapter 6), Pakeha and Crown engagements (chapter 7), with more recent economic realities (chapter 4), and education (chapter 5). The key concepts of mātauranga Māori, kaupapa Māori theory, and mātauranga-a-iwi, as well as being grounded in a 'real', environmentally-located base, must be viewed as inseparable strands working collectively to enhance the understanding of the other. The indivisible strands are presented in a diagrammatic form (chapter 3). By mapping the complexities of what is mātauranga Tūhoe (chapter 8) this thesis illustrates the level of detailed understanding that needs to be included in the education system in order for mātauranga-a-iwi and kaupapa Māori theory to be properly understood and engaged for Māori educational success.