Space for Maori Students

In the past, tertiary providers were often regarded as sites dominated by non-Mäori in terms of structure, curriculum and student faces. With recent increases in the number of Mäori students participating in tertiary education the make-up of tertiary students is changing. Many tertiary providers claim a desire to represent the student community they serve encompassing all ethnic groups, gender and ages of students.

The issue of space for Mäori at the University of Auckland is explored by Morrison (1999) who identifies two contextual meanings of space. In one context, space for Mäori students may refer to an actual physical space. In another context, space for Mäori students refers to the actual ability of Mäori to fit into the academic constructs and structures in terms of what it means to be Mäori and how this is incorporated into course content, delivery and pedagogy.

Both contexts are attached to the analysis of two spaces for Mäori within the University of Auckland: Te Marae o Waipapa; and the School of Education. According to Morrison the establishment of an institution-based marae can be seen as a culmination of the Mäori social world entering the University and is part of what she refers to as the spatial practice of Mäori within universities. "The marae is the spiritual centre of the University, as a holistic representative of Mäori culture or Mäori identity, encapsulating what it means to be Mäori" (Morrison, 1999, p.70).

For many Mäori students, a space to just be Mäori is important. The changing composition of students in tertiary education has meant an emerging address of providing Mäori-friendly campus' which look Mäori, have a Mäori feel to them and provide a Mäori face. The introduction of bilingual signage, landmarks that are identifiably Mäori such as marae and carvings at the entrance to the provider, and the use of Mäori names for providers have all contributed to an environment welcoming to Mäori students.

A number of tertiary providers have institution-based marae including Victoria University of Wellington, the University of Auckland, Auckland College of Education, the University of Waikato, Auckland University of Technology and Massey University.

These institution-based marae operate differently from land-based marae. Some are seen as commercial entities within themselves, others are solely for institutional use. In all cases, the typical management and maintenance of the marae lies in the establishment of paid positions. Kaumätua, kuia, cooks and other marae-based positions are treated in the same way as any other staffing position within the provider.

Some providers have Mäori spaces in faculties or departments, in the same way that many have women's rooms or post-graduate students' rooms. Often these types of spaces occur in areas within tertiary providers with a high Mäori student population. Rarely do they exist in areas with low numbers of Mäori students. The reality for Mäori students within tertiary providers with low Mäori enrolments is that at a time when reinforcement of identity, of being able to be Mäori is crucial, the demand is not recognised by the provider and these Mäori students are further marginalised.

Case Study: Te Whare Akonga o Te Akatoki, University of Canterbury.

Issues of Mäori development and strategic direction for Mäori education at the University of Canterbury are being addressed. The University is currently engaged in discussions with Ngäi Tahu to reach agreement on a Memorandum of Agreement. It is envisaged that under an agreed arrangement the needs of the Mäori community will be met following guidance and advice from Ngäi Tahu in partnership with the University of Canterbury.

A key initiative which supports Mäori students at Canterbury University is Te Whare Akonga o Te Akatoki; a space for Mäori students.

Although the Whare opened only three years ago, it was a planned initiative for years beforehand. Driven by Mäori students, the initiative gained support over the initial years from new Mäori students and more recently the University Management Committee. Government funded equity grants, made available in the late 1980's, provided the capital needed to fund the initiative. However, the land that the Whare was built on was gifted to the University by Ngai Tuahuriri.

Originally, the Maori Department offered space for the use of Maori students. This offer was tuned down for the reason that this did not guarantee student autonomy over the space, which was of great importance to the Maori students involved in initial developments. The gifted land from Ngai Tuahuriri was preferred in this respect.

The funds remained unused until an agreement was reached. Discussions about what sort of space should be constructed were numerous and involved Mäori students and university representatives throughout the early 1990's. Several building plans were drawn up and eventually the whare was completed in 1996.

These days the Whare occupies a space not too far from the main university campus. Originally its distance from the Mäori Studies Department was not contemplated but now the distance does represent some problems. Importantly, the Whare has provided a bridge between Mäori students and staff and continues to nurture that relationship. Closer proximity to the rest of the campus would be an advantage.

Te Whare Akonga o Te Akatoki is a special living place for all Mäori students. It embodies their beliefs, welfare, aspirations and goals. It nurtures their material and spiritual needs and support structures, including their whänau and iwi.

More than just a student centre, the Whare is a space which Mäori students can access on a 24 hour basis (through swipe card entry). This `open door' policy eliminates any restrictions on Mäori student use. Mäori students can apply for swipe card access which means the Whare is accessible at all times and outside of the normal `business hours'.

The Whare consists of large rooms that can be sectioned off into smaller rooms, a kitchen, washing, cooking and bathing facilities, a computer room, and an office.

The Whare is used for a variety of activities including:

• tutorials and study groups
• kapahaka
• computer and Internet access
• Mäori student hui, including Te Akatoki (Mäori student association) hui
• pöwhiri, including first year Mäori students' welcome
• washing, bathing and cooking
• general relaxation.

Mäori students can use the Whare, within reason, for any type of activity. Mäori students with children often use the whare for study use and sometimes bring their children to the Whare as well. The Whare is both Mäori student and whänau friendly. This is important for mature Mäori students or students with families. During examination times the Whare is sometimes used for sleeping quarters after late night revision.

Te Whare Akonga o Te Akatoki allows Mäori students to express, practice and share in cultural activities that foster cultural development. For example, kapahaka, cultural groups, Te Wiki o Te Reo (Mäori Language Week) and the welcoming and hosting of manuhiri (visitors).

The availability of cooking facilities means Mäori students can make meals, extend manaakitanga (hospitality) to visitors and prepare food for meetings or hui. A washing machine and dryer allows students to engage in domestic activities between lectures. Showers and toilets are also available for Mäori student use.

The facilities offered at the Whare are similar to those offered at a marae. This means the Whare can provide pöwhiri and hui, offering the cultural practices of a marae in a more informal setting.

Te Akatoki, the Mäori Students' Association, operates out of the Whare. The advantage of having regular meetings and events organised by Te Akatoki at the Whare is that Mäori students are encouraged to participate and are aware of the issues that Te Akatoki deal with, in the advocacy of Mäori student needs.

Outside of study mode the Whare is available to community groups for use. Often iwi groups, and secondary school groups will use the premises. Once again the facilities offered at the Whare can accommodate all types of usage.

Lack of staffing of the Whare has proved problematic. A Kaiwhakahäere (Co-ordinator) has previously been employed by the University on a part-time basis to ensure the facilities are maintained, produce budgets, look after accounts and provide liaison with Mäori students, Student Support Services and the wider community. Currently the University is recruiting a Kaiwhakahaere to work on a full-time basis to ensure effective management of the Whare.

Whilst it is unknown to what extent the Whare specifically contributes to participation and retention of Mäori students at Canterbury University, anecdotal evidence suggests the Whare is a mechanism for survival for many Mäori students. Mäori student ownership of the Whare provides Mäori students with a feeling of belonging at the University of Canterbury.

The Whare provides a safe space for Mäori students to develop as Mäori. Furthermore, it provides facilities that break down some of the barriers faced by Mäori students in tertiary study. Simple things such as cooking and bathing facilities may make all the difference to a Mäori student who doesn't have time to prepare food at home before lectures or cannot afford to buy lunch everyday. Often providing students with the opportunity to address these small things can mean the difference between withdrawal and success.

As with all initiatives, there is room for improvement, which is acknowledged by Te Akatoki and Maori students at Canterbury University. There will always be room for growth, according to the needs of Maori students at the time.

Case Study: Nga Kete Wananga Marae, Manukau Institute of Technology.

Manukau Institute of Technology serves a population base characteristically of low socio-economic status and of high unemployment, and with a high percentage of Mäori and Pasifika peoples. Student demographics are relatively similar, although a number of students do come from outside the catchment area of MIT.

The immediate realities for Mäori and Pasifika students are financial difficulties and survival within a tertiary institution. A high number of Mäori and Pasifika students rely on a student loan to finance study. Retention of these students is largely dependent on their financial ability to remain studying when family pressures mount. Mäori and Pasifika students also find it increasingly difficult to remain in study without additional academic, cultural and personal support.

Te Tari Mätauranga Mäori, the Mäori Education Department at MIT, takes an active role in providing some degree of academic and cultural support within the programmes they offer. Central to this support is the institution-based marae, which sits near Te Tari Mätauranga Mäori on campus.

The Marae concept developed in the early 1980's when the first Labour Department pre-employment programmes started at Manukau Polytechnic. During that period approximately 18 Mäori kaiako (teachers) were involved in the programmes. However, due to increased numbers of private training establishments attracting this funding, MIT was not successful in maintaining all the programmes.

In 1990, the Manukau Polytechnic Council agreed to establish Te Tari Mätauranga Mäori and Toby Hapimana Rikihana was appointed as the first Matua Kaiwhakahäere (Head of Department).

In the initial development stages, staff and the Runanga were encouraged to contribute ideas as to what `type' of marae complex was required and, as a result of those hui, four Mäori architects were invited to design a complex incorporating all the ideas put forward. Various sites were offered for consideration but it was decided that building on the current on-campus site was preferred to keep costs manageable.

The original design of the Marae complex was to incorporate performing arts, a kohanga reo, a study room and whänau room. Due to financial limitations the space was not established. However, it is still an option which Mäori students and staff are exploring. The argument for a separate space is based on the fact that Mäori students are not guaranteed access to marae facilities when manuhiri (visitors) are present. Thus their ability to utilise a space for study or other activities is somewhat restricted.

The wharenui of the marae is used for various activities including:

• lectures and teaching of classes from across the institute
• informal study groups
• kapahaka
• hui
• graduations
• pöwhiri.

The Marae is often used as a teaching space for subjects requiring a culturally appropriate venue such as te reo Mäori, räranga (weaving), whakäiro (carving) and Te Tiriti o Waitangi classes both within Te Tari Mätauranga Mäori and other departments. Important resources are on-hand at the Marae for these types of classes. The space is also appropriate for teaching waiata and kapahaka, using te reo Mäori and tikanga Mäori. Kapahaka further generates whanaungatanga (relationships) between Mäori staff and students and each other.

The Marae provides a safe and culturally appropriate venue for the discussion of Mäori issues and the teaching of tikanga Mäori and te reo Mäori.

The Marae hosts classes from other departments, as well as conferences, student and stafff orientation and inductions, regional and national conferences. Sometimes the Marae is utilised by community groups and external kapahaka groups. Local primary and secondary schools organise marae experience visits for students.

Several pöwhiri are held on the Marae. Te Tari Mätauranga Mäori holds a pöwhiri at the beginning of each semester for Mäori students and staff withinTe Tari Mätauranga Mäori. Both Mäori and non-Mäori staff and students are invited to attend pöwhiri organised by Student Services at other times during the year. For many non-Mäori and Mäori students this is a first experience on a marae. The aim of the pöwhiri is to make all students feel welcome and to introduce them to the Marae and what it has to offer. All staff and students are encouraged to utilise the Marae.

Facilities offered on the marae complex include:

• Te Kete Uruuru Matua, the Wharenui (meeting house)
• Tahua Roa, the Wharekai (dining room)
• toilets and bathing facilities
• a computer suite
• classrooms for teaching
• staff offices
• the office of the Kaumätua
• reception.

The Marae facilities are available through a centralised booking system. This has been questioned by Mäori students with regard to the extent of their ownership of the Marae. Although the institution is encouraging Mäori students to assert some feeling of ownership over the Marae, the lack of open door policy somewhat limits this ownership and accessibility of Mäori students to the Marae.

Staffing positions of the Marae are funded by the institution. Currently a Kaumätua is employed on a full-time basis. Also a part-time teaching position and another part-time kaumätua position are funded by MIT. It is hoped that a Whaea will be appointed in 2001 to fulfill the role of kaikaranga and other important roles on the Marae reserved for wahine (women). Additional staff will mean that students themselves will not always be called on to fulfill the roles of the marae, a situation which sometimes clashes with their personal study programmes.

Karakia is held every Monday morning on the Marae for Te Tari Mätauranga Mäori staff and students. Here issues are discussed and pänui (notices) are read. Once a month Te Tari Mätauranga Mäori staff meet and share kai together and this is an opportunity for staff and students to communicate and socialise. These hui are largely attended by Mäori staff and students from Te Tari Mätauranga Mäori however efforts are being made to incorporate Mäori students and staff from the wider institution.

The Marae is smoke-free and alcohol free at all times, promoting health lifestyles within the marae community.

The Marae provides the appropriate learning environment for Mäori and for those who wish to participate in a Mäori forum. The wharenui is the university for the teaching of te reo Mäori, tikanga Mäori and kawa. It is a place to stand, a home, an environment where Mäori cultural aspects have priority. Furthermore, it is recognition of the culture of the people of the area and of the importance of Mäori in education.

Institutional support is integral to the effectiveness of the Marae and the extent of utilisation of the Marae by the Institute's communities. Several strategies have been identified by Te Tari Mätauranga Mäori to promote and increase usage of the Marae, including free computer courses and a homework centre for Mäori students who are parents. The development of programmes and courses specific to the needs of the Mäori community will further consolidate the place of the Marae within MIT. However, an institution-wide adoption of the Marae to operate as a living space for all students and staff will bring positive benefits to future developments within MIT.

Additionally, the effectiveness of the Marae as a resource for the whole of the institution needs on-site personnel to manage the complex and to support Mäori students. The maintenance of the Marae as an on-going support mechanism will require additional resources. Other student support services, such as the Library, the Health Centre, the Learning Centre and Counselling Services, are located on a different campus. Certain aspects of these services need to be incorporated within the Marae complex to provide the holistic support Mäori students need.