Raukawa Wananga recognised as University

Tu Tangata, Issue 21, 1 December 1984, Page 36

Raukawa Wananga recognised as University

n the “race against time” Te Wananga o Raukawa looks to be a “winner”.

Despite a lack of backing from either public or private sectors the “Maori university” reported on in issue six of Tu Tangata has survived and is going strong. The news now is that with its incorporation (in October) the wananga will be on on equal footing with New Zealand’s public universities in officially issuing degrees. A constitution along the lines of Victoria University was finalised to provide the “judicial foundation for its existence and as a base on which to negotiate its interrelationships with other organisations”. The interim council will have permanent status in 1985. The runanga will consist of reps from the Raukawa Trustees (formed in 1936), tohu and rapu-tohu (graduates and under-graduates, as selected by them), four members of the tohunga whakaako, one each from the Otaki Maori Racing Club (established in the 1880 s) and Otaki and Porirua Trusts Board (formed in 1943). Three additional members will be nominated from educational bodies nearby universities and secondary schools.

Jim MacGregor will remain as tumuaki of the council.

The Raukawa (Marae) Trustees, representing the confederation of iwi and hapu (main and sub-tribes) of Ngati Raukawa, Ngati Toarangatira and Te Atiawa most closely associated with the region between the Rangitikei River and Porirua centred on Otaki gave formal notice to the existence of their centre of higher learning in April 1981. It is a reformulation of an ancient institution, the whare wananga, the original and most senior of which was Rangiatea. Te Wananga o Raukawa was established as a “natural and necessary extension” of Whakatupuranga Rua Mano Generation 2000, another “posteuropean initiative”. Mr MacGregor said the two have remained separate entities which might be “married” at some stage in the future. The 25-year Generation 2000 venture had by March organised 100 seminars of up to 10 days in length involving 7000 people. Proposals to establish a centre of learning were put to the government in 1978, 1979, 1980 and 1981. Response was at best “lukewarm” said Mr MacGregor.

“No one committed themselves.” He praised Whatarangi Winiata, a Victoria University Professor of Accounting, for being the driving force behind the wananga. “No one works as hard as he does.” A realist, Prof Winiata did not expect much success from the Government quarter in negotiating finance. He said it has been difficult to get all concerned together at one time. The relevant ministers in 1982 declined to comment on the wananga, saying they did not know enough about it. There was even some unsuccessful opposition to the use of the name university by any other institutions. Prof Winiata said Te Wananga o Raukawa was only a Maori university “in the sense that it is promoted by the Maori people ... and it is really just another university” geared toward Maori heritage within a Maori environment. Most of the subject matter studied could not and probably should not be taught at other universities. Prof Winiata said universities do not suit many Maoris. In 1982 of students at Victoria University, with its $25 million for running costs, only one per cent were maori. Mr MacGregor said he was glad Te Wananga o Raukawa had avoided coming under the umbrella of a big brother institution. Meanwhile it was well and good if universities were improving their courses in maoritanga. One Te Wananga o Raukawa student said he’d found university courses restrictive, not unexpectedly, and put this down to environment (at Victoria).

“You isolate yourself from your own community, your own people.” He suggested many Maoris go to university for the wrong reasons, and are pulled in different directions, whereas at “this place the final outcome is of benefit for yourself and for tribes ... it has a purpose”. He said he misses some of the university life around large groups of people, “but not the lifestyle ... the politics was dog eat dog”. Another said Maori studies (at Canterbury) had been next to useless. She said they had a low status. “Here studies are relevant, taught by Maoris. You have support.” Obviously the Wananga has provided a real educational option, and for older people “a second chance”. Where appropriate successful studies taken elsewhere can be credited. “No one can offer what we’ve got,” said Mr MacGregor. “There’s a lot of interest throughout Maoridom in what we’re doing.” He did not discount the chance of there being “variations” on the theme of Te Wananga o Raukawa, a day students look forward to in their role of setting an example. As an “experiment” student Pehi Parata said he was not surprised the Wananga had not been copied. A former Maori Affairs Department officer, now employed by the trust board, Mr Parata said the centre was the quickest way of training people in biculturalism, at the same time as “zeroing in on”, tracing things most meaningful to them. Mr MacGregor had received many

letters of enquiry and met many people who have said “I wish we had something like this”.

He cited parallels of cultural survival overseas. “Coincidentally they’re doing the same sort of thing.” The possibility of extending overseas scholarships has been considered.

The “fullest statement to date” on the Wanganga was its 1984 calendar containing prescriptions for all three years of study, (see box)

Under the heading, recognition and publicity, it was noted the DSIR and Levin Horticultural Research Centre were collaborating in research activity “albeit informally”.

The Department of Labour had responded favourably to approaches to design work/training/study programmes worthy of certification, and to widen programme eligibility e.g. translation into maori of a Waitangi Tribunal report.

The Department of Education had invited the Wananga to “supply” its courses for teachers and administrators. The Wananga has been afforded the “machinery” allowed the status of a continuing education centre.

A teacher was seconded to the Wananga for 1984 to direct part of the course, and a booklet on language teaching approaches will result. Otaki College played host to another precedent in department funding in 1983 when a language course for teachers over the whole spectrum of the education system was held.

Six tutorial hui with and for middle and senior management courses of the New Zealand Administrative Staff College have been conducted on Raukawa Marae.

In contrast to these encouraging indicators of co-operation there has been hesitation in the ranks of the University Grants Committee and the Department of Maori Affairs to express public support for Te Wananga o Raukawa.

Mr MacGregor said the Wananga was “well received” by the grants committee.

In 1983 the Maori Education foundation first granted S4OO to each full-load student who applied. Students under 20 years old are eligible for S2OO from the Otaki and Porirua Trusts Board.

Each hapu was urged to consider providing support for at least one student at each level per year. Some individuals have offered up to SSOO in support.

As a kokiri centre some funding has been received and has “facilitated” improvements said Mr Winiata.

“No doubt we’ve been a bit shy of publicity,’’ he said. “Above all we have to, as our job, keep the train on the track. We can do that without publicity.”

Mr MacGregor: “The Wananga hasn’t been pushed to any great extent. We’ve been feeling our way. Coverage when wanted is usually a call away, and we've advertised open days.

The Wananga will be appearing as a segment of a major TVNZ documentary series to be screened in 1986.

The New Zealand University Students’ Association has recognised Te Wananga o Raukawa as an institution “in its own right”.

This was a “fillip” to students said Mr MacGregor. “They’re not being left out.”

Students said they’re happy with the relationship (they qualify for identity cards...) but are wary of affiliation. NZUSA Maori vice-president for 1985 Pakake Winiata (a son of Prof Winiata. Another son, Huia, has completed three years of study at the Wananga) will be keeping the lines of communication open, while the small student body slowly continues to grow by an intake of about four each year. At the moment a maximum of 20 students at the different levels, including those only choosing a few courses and postgraduate students can be enrolled. With the revival of'maoritanga from te Kohanga Reo up, this should expand a future target of 60.

“There are not yet the numbers coming forward to turn any one down,” said Mr MacGregor. The level of pakeha involvement will be “played by ear”. “Each case is taken on its merits.” School teachers in the region will be welcome, if not obliged, to join in the process. Te Wananga o Raukawa’s teaching staff, other than outside visitors, have been “engaged” on a voluntary basis their labour of aroha. In the absence of appropriate funding no permanent staff can be appointed. Mr MacGregor said the 29 members of the interim council, whose output has been “outstanding”, would welcome any further offers to supervise they can get. They have a list of about 100 women and men who have been “using the language to support the score of marae,” to be involved in courses. “Enthusiasm”, surprisingly perhaps has not lagged.

Alongside Prof Winiata on the administrative side has been “leading light” Turoa Royal, Wellington High School principal. Iwi and Hapu tutors, variously qualified, included: Maui Pomare, Te Maharanui Jacob, Neihana H. Durie, Ngarongo Iwikatea Nicholson, Piripi Walker, Whataraka Davis, Bernard J. Kernot and Piri J. Sciascia. Patariki Te Rei, Kohe Webster, Rangiamohia Edward Durie, Hiko Hohepa. A review of the calendar’s 52 pages revealed a flexible attitude of early, close contact between supervisors and students for mutual guidance and advice. In some cases they will visit or contact elders to explain assignments. As stated the curriculum after many years of consultation and detailed plan-

ning, reflects a set of views on what the future holds.

Lively and penetrating discussion of actual experience was promised.

For master carver Kohe Webster, of Wanganui, supervising at Te Wananga o Raukawa at the former Otaki Native Boys’ College hostel and living with students, bring back special memories.

“It has great meaning. This building has lain dormant for so long (since 1938) but now it is taking on new life just as Kikopiri Marae, Ohau (an Historic Places Trust project) through me doing my carvings here,” he said last year. Members of the “younger generation” have been restoring the building, made of heart rimu.

Mr Webster was educated at the Boys’ College, as was Inia Te Wiata, and Manuhuia Bennett and Ben Couch, and the late Pererika Katene.

With two others Hawea Te Hana and Matenga Baker Mr Webster, representing the Ngati Toa people, has survived as an original Raukawa Trustee.

Before Te Wananga o Raukawa the tanga of the iwi and hapu of the confederation was not incorporated in any courses of this country’s educational bodies. Support for advanced Maori teaching and learning was in “extreme disarray”.

“Things were at a fairly low ebb,” said Mr MacGregor. The number of fluent speakers of maori in the region was “amongst the lowest” only about 80 speakers aged over 50 were still alive. Generally in the 1940 s no more than 10 per cent of young Maoris were able to speak their own language.

This “disarray” was due in part to the development of the region being disected by transport routes ... meant the advantages of relative isolation enjoyed elsewhere in the North Island were lost.

Mr MacGregor said he can relate to the desire to reclaim the Maori language because though his father spoke fluently neither he nor his brothers learnt it.

Mr MacGregor began a Maori language course at Wainuiomata College while head there from 1969-78,

Since retiring to Hokio Beach he has continued to teach the language, and improve himself, through classes at Waipoehu College, Levin, and the Kohitere and Hokio Boys’ Schools.

The language immersion courses pioneered by the Raukawa Trustees five years ago have been such a “massive, unequalled” success the number of places available for outside students (with the prerequisite competence) has had to be limited and people turned away.

These courses will be specially promoted so that the significant benefits of the technique can be passed on.

A source of concern shared by Wananga students has been the more and more demanding schedule of hui.

“The danger of overload is one of the big problems, I guess,” said Mr MacGregor. “Students have to meet high standards, and are constantly applying their studies.”

On top of their largely unregulated workload students have spent a substantial, though as yet unrelated, amount of time on “extra-curricular” work.

Piki: “We tend to get pulled into things .. as well as meetings related to here, there are family and national hui.”

Sean: “You have to do a lot of work by yourself. You need a sense of whanaungatanga ... relating to the wider community with the confidence of the hapu ... the grass roots.”

Some students had been involved in aiding youth in finding their talents, identity, values in an alternative to the schools in which they were dubbed problem pupils. They had been left to struggle in a system without adequate reading and writing skills and had copped some institutional backlash for doing so.

Although most had not decided where best to direct their energies they were already shouldering a lot of responsibilities at a time when the pool of resources was small.

They have nurtured a growing pride and have high hopes for an Otaki truer to its maoriness.

Nuki: “We don’t want any assistance with strings attached. If its stringless our development won’t be inhibited.”

The aim of private self-sufficient funding has been endorsed by Prof Winiata. “We have to generate our own finance, our own possibilities.”

He said he was hopeful of a considerable “flow on” from incorporation. Up till now, for instance, a reciprocity in cross crediting of courses at other institutions could not be guaranteed.

Universal acceptance of Te Wananga o Raukawa’s principles and recognition of its complementary university-level studies would be needed as it joins a “national framework”; and contributes to the continuing search for equality of achievement.

Mr MacGregor said the Bachelor of Maori and Administration course pro-

vides for a general training. As in anything the proof of its worth would “stand or fall on the work at the workface.”

He was confident graduates will become “known” when their ability in things Maori is fully appreciated.

He said they could move into important positions at present administered by “lay people” and with their management training, increase efficiency.

With their knowledge, decision making in all areas affecting the confederation and its people would be more correct and favourable.

“Without their voices there can’t be good decisions.”

Prof Winiata’s only message to graduates would be to underline their suggested potential time only would tell if it is tapped.

He said work in the undeveloped field of cross-cultural administration had provided many insights. He was content with progress made on a number of fronts.

In its teaching and research work Te Wananga o Raukawa has developed operational definitions and measurement techniques to identify a selection of tribal resources for which, typically, no attempts to quantify or to verify are made.

Work will continue on a series of contemporary studies into aspects of life of the confederation:

★ Toward a census in the 1980 s, 1325 interviews have been done and can only continue as fast, or rather slow, as referrals of PEP labour are made. A health section is included.

★ The whakapapa of the confederation is being recorded back to the beginning of the last century a number of manuscripts are now available.

★ The land transactions case studies are being prepared and a full set of Maori Land Court records of transactions are on hand.

★ The literature with retaping of permanent materials and cataloguing of a very valuable collection.

★ Student research exercises and tutorials on objectives and strategies for the 21st century are on-going.

★ Research into the principles and problems of the iwi and hapu planning has been “highly exploratory”. Prof Winiata hinted computers were on the way and would be donated by a well-known American company. There remained other challenges like keeping students motivated in the context of a centre of higher learning “what with people changing direction and all.” Plans have included presenting a dossier on each pupil noting their at-

tendances at hui, personal study, overall progress to other universities, training colleges, government departments, businesses and non-profit organisations looking to fill positions.

The calendar will again be widely circulated.

In 1985 added emphasis will be given to portfolio management by students which started with the idea of share investment clubs. The Otaki and Porirua Trusts Board has established a fund of SSOOO for investments recommended by students.

Prof Winiata also mentioned a commitment from a charitable group to provide students with some part-time employment. This would be arranged instead of having full-time appointments.

On the horizon could be jobs processing maori food specialties, ever mindful of striking the right economic/cultural balance; marketing for a portion of tourists “people with an interest in cultural development”; and cultivating the 400 plus Japanese chestnut trees at Otaki.

Plans for a summertime radio station made in the face of other broadcasters’ reticence to balance their programming percentages should make an “impact” said Prof Winiata.

A student project in the wind was a school of performing arts to be set up in a nearby disused building.

For anyone with more than a passing interest in the Wananga the “campus” can be found on the 500 acre block of trusts board farm land at the outskirts of down-town Otaki, on the right as you head beach-ward.

If you’re lucky there might be a pumpkins for sale sign. “Its flattering when peole call in,” said Mr Parata.

On the graduation (and orientation day) date, December 16, announcement of Otaki and Porirua Trusts Board scholarship holders is also made. Scholarships valued at $50,000 assist 200 children each year.

Five people (principally from Ngati Wehiwehi) were to receive Maori and Administration Certificates for completing Department of Labour schemes, with stud components Wananga students helped teach. The certificates have been a joint effort to improve the prospects of the unemployed and have grown as an integral part of the centre.

The deadline for fully occupying Te Wananga o Raukawa’s two-storey building stands at April 1986.

Whether this will be met is dependent on the major task of securing new capital financing of $695,000 (detailed in the calendar) and permanent operating support (including staff) of $428,000.

Planned facilities, also for use as a bicultural in-service training service, include: fire-proofed library, archive suite, computer centre, staff studies, seminar rooms, communal (for up to 40) sleeping room, and a dining hall (with capacity to serve 100).