8 The Deliberations: Harmonising Maori Energies

Earlier in this paper four significant points arising from the Hui Taumata Mätauranga deliberations were mentioned. The first was about the analysis of submissions, and the second was the nature of the Mäori Crown relationship. The third point concerns the potential from harmonising Mäori energies.

Participants at the February Hui will recall the recommendations for a Mäori Education Authority. The matter was raised frequently during regional hui though despite the interest was not universally endorsed. The issue is partly a semantic one; what is meant by an authority? Does it mean abandoning current initiatives in favour of a new approach? Does it require a major restructuring of the education system in order to create a new authority?

In fact, using a broad definition, it appears there are already a number of Mäori education authorities. At least six iwi have entered into formal agreements with the Ministry of Education; and each iwi partner could be described as an authority. There is also an authority that represents the three wänanga, a Kohanga Reo Trust, a Runanga that brings together Kura Kaupapa Mäori, associations of teachers and students, a Mäori Education Trust, and a collective authority that represents Mäori boarding schools.
On the one hand the profusion of authorities could be described as a splintering of effort, and a reason for none having extensive decision making powers or authority. On the other hand, the number of Mäori authorities that focus on education suggests a wealth of energy and experience across a wide range of educational activities. Caution about establishing a single authority - Te Manatu Mätauranga Mäori perhaps - can be understood especially in a climate where gains by iwi or communities of interest have been hard won.

But in a small population, made even smaller by emigration and disparate voices, concerted action becomes an important issue. New Zealand has yet to experience the full effects of synergised Mäori action. Yet if the proliferation of Mäori educational interests is any guide, the potential that could come from combined effort is high. Combined action does not necessarily mean a single Mäori voice or a fusion of all groups to form one `super-authority'. But it does mean sharing experiences and resources and contributing to comprehensive policies that can make a difference to educational outcomes for Mäori. A `College' or `Assembly' or Runanga, or a Manatu Mätauranga, or simply a Group, made up of diverse Mäori educational authorities could allow for combined energies and expertise to be harnessed in a way that has not yet been realised, encouraging local effort and indigenous autonomy, while at the same time providing a platform for innovation, the generation of new knowledge, larger scale development, and, importantly, educational polices that led to the best possible results.

Importantly members of the forum would need to recognise the independence of others, be they iwi or professional groups, or child and parent advocates, and their right to act according to their own goals. At the same time, there would be an opportunity to harness a greater energy than any single interest could generate.