Relationships with Iwi, Hapu, and Marae

Many of the schools contributing to these guidelines consider that developing and maintaining relationships with iwi, hapu, and marae are vital for improving the school's ability to provide for Māori students. But this is not always straightforward. Schools reported difficulties in identifying which iwi they should be dealing with. They also needed to gain an understanding of tikanga and consultation procedures. Many have worked through the issue of appropriate kawa (protocol) for the school. Others have found it difficult finding a kaumātua for their school.

Even though it may be difficult to identify kaumātua/kuia from local iwi to provide support to your school, it is important to give them the opportunity to participate. Such issues as who the appropriate people to talk to are and which iwi has authority in the area may need to be addressed through ongoing discussion and planning.

The following points provide some suggestions for developing a relationship with the tangata whenua of the area. However, the strong message from Māori teachers, trustees, and parents is that schools should seek advice and guidance from local kaumātua on these issues. Regional differences are very important in determining kawa. These guidelines cannot provide for all situations or requirements.

Seek guidance from local kaumātua on how to develop a relationship with iwi. Ask their advice on such matters as kawa.

Look for appropriate opportunities to attend tangi and hui

Several schools send representatives, and in some cases, classes, to attend tangi of prominent Māori people and others associated with the school. This "kanohi ki te kanohi" response is regarded very favourably by Māori, provided that school representatives observe protocol and maintain a sensible perspective; the occasion should not be used as an opportunity to "grandstand".

One principal observed that it is often more effective to contact key people in the Māori community outside of the school and to be seen at events at the local marae.

Consult with local tangata whenua

Increasingly, schools are providing opportunities for involving and acknowledging tangata whenua in the school. Tangata whenua often become involved in strategic planning.

One South Island secondary school has developed a five-year plan with the local marae to improve Māori academic achievement. This plan has established goals to increase Māori student retention and qualifications and to address discipline issues. Parents and teachers have set up several committees to achieve these goals. The local marae supports the school in many ways. They offer their skills in mātauranga Māori to the school and have donated prizes. It is common for the teachers to seek advice informally from the marae.

Ensure that while there is initial and ongoing consultation with local iwi/hapu, there is also wider consultation and relationship building with the parents of Māori children and the wider Māori community. Seek kaumātua/kuia support through Māori networks if none is available from the local iwi.