Tūrou Hawaiki: Morning karakia and waiata as culturally responsive pedagogy

Erani Motu; Maioha Watson; Matiu Ratima; Te Hurinui Karaka-Clarke; Susannah Ruth Stevens

doi:10.55146/ajie.v52i1.326

Authors

Erani Motu University of Auckland
Maioha Watson Otago University
Matiu Ratima University of Canterbury https://orcid.org/0000-0003-2181-820X
Te Hurinui Karaka-Clarke University of Canterbury https://orcid.org/0000-0001-7893-2535
Susannah Ruth Stevens University of Canterbury https://orcid.org/0000-0002-4664-2100

DOI:

https://doi.org/10.55146/ajie.v52i1.326

Keywords:

karakia, waiata, te reo Māori, tikanga, wellbeing, culturally responsive practice

Abstract

This article presents the findings of a qualitative case study on voluntary participation in morning karakia (incantation, prayer) and waiata (song) sessions, led by a group of teacher educators. This study is informed by a selective review of literature from three relevant sources: the impact of music therapy practices, culturally responsive pedagogy, and the normalisation of te reo Māori (Māori language) and tikanga Māori (Māori protocols and customs). This approach to the literature review was necessary given the paucity of research on the impact of indigenous cultural practices such as karakia and waiata in mainstream cultural contexts. Through thematic analysis of a survey questionnaire (N = 65) and semi-structured interviews (n = 9), findings showed that participants experienced an improved sense of wellbeing, an increased feeling of whanaungatanga (relationships and belonging) and greater confidence in engaging with Māori culture. This study could be considered a catalyst for additional research into the practice of daily karakia and waiata in educational or professional contexts to better understand the long-term effects on wellbeing and on cultural competence and confidence.

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Author Biographies

Erani Motu, University of Auckland

Erani Motu is a postgraduate student at Massey University. She has just completed her Bachelor of Arts (Honours), majoring in Psychology. At Massey University, she will also start her Doctor of Clinical Psychology (DClinPsych) in 2023. She is of Māori and Kuki Airani descent. She has Ngāpuhi (Kaikohe) whakapapa from her father’s Rakete whānau. On her mother’s side, she has Kuki Airani whakapapa from her Teaupaku anau. Erani contributed to this research as a part of her internship with the Ngā Pae o te Māramatanga New Horizon summer internship of 2021/2022. She is new to kaupapa Māori research but was honoured to learn from the other expert authors. She hopes to continue engaging in kaupapa Māori research approaches, especially in qualitative projects. Her current research interest is the cultural appropriateness of risk assessment tools used with Rangatahi Māori and Pasifika Talavou.

Maioha Watson, Otago University

Maioha Watson is a graduate of Te Tumu, the School of Māori, Pacific and Indigenous Studies at the University of Otago. He is of Waikato Tainui, Ngāi Tūhoe, Ngāti Manawa and Te Āti Awa descent. Maioha was raised in Hamilton and grew up immersed in te ao Māori, attending Te Kōhanga Reo, Kura Kaupapa Māori and Wharekura. Maioha’s passions include te reo, tikanga and mātauranga Māori. In 2022, Maioha graduated with a Bachelor of Arts in Māori Studies and a Bachelor of Health Sciences in Māori Health. Maioha was also a teaching fellow in Te Tumu, the School of Māori, Pacific and Indigenous Studies, where he taught a third-year Māori performing arts course. Maioha wants to integrate his passion for te reo, tikanga and mātauranga Māori in his future studies.

Matiu Ratima, University of Canterbury

Dr Matiu Tai Rātima (Whakatōhea/Ngāti Pūkeko) is a Senior Lecturer in Māori education at University of Canterbury in the School of Teacher Education. Matiu is a former secondary school teacher and a father of three Māori/Samoan young men. He is a staunch advocate for te reo Māori and culturally responsive teaching in New Zealand schools. He is the co-chair of Te Rū Rangahau (The Māori Research Laboratory) and publishes on culturally responsive teaching and learning and on the teaching and learning of te reo Māori. He is a keen surfer and all-round waterman and an active student and coach of Brazilian jujitsu.

Te Hurinui Karaka-Clarke, University of Canterbury

Dr Te Hurinui Karaka-Clarke is a Senior Lecturer and the Deputy Head of School of the School of Teacher Education, the College of Education at the University of Canterbury. He is of Te Arawa and Ngāi Tahu descent. He has Tūhourangi/Ngāti Wāhiao, Ngāti Whakaue and Ngāti Pikiao whakapapa through his mother. On his father’s side, he has Ngāti Rangiwewehi, Waitaha and Ngāi Tahu whakapapa. He was born and raised in the village of Te Whakarewarewatanga o te ope tauā a Wāhiao in Rotorua. Te Hurinui has been involved in kaupapa Māori research for more than 14 years, primarily in the field of education. He has used kaupapa Māori research principles in all his research projects and is adept at mixed, qualitative and quantitative research methodologies. Of particular note is his research into maintaining student engagement in senior te reo Māori programs in secondary schools, culturally responsive pedagogies, social and emotional pedagogies, and maintaining effective online teaching and learning practices. His current research interests are the integration of mātauranga Māori into school and classroom curricula and Māori perspectives on assisted dying.

Susannah Ruth Stevens, University of Canterbury

Dr Susannah Stevens (PhD, MEd, BEd, GradDPTchLn) is a Senior Lecturer in the Faculty of Education and researcher in the Child Well-being Research Institute at the University of Canterbury. She is from New Zealand and Scottish decent, and is the mother of two beautiful boys. She has 20 years’ experience in the fields of teaching, physical education, physical activity, child movement and wellbeing. Susie is a staunch ally to her Māori education colleagues, and has a passion for the use of mātauranga Māori in school settings, bicultural frameworks and pedagogical approaches that serve equitable teaching and learning.

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