Abstract
This research is called 'Ako ai, oranga kē - All in a two-decade days' work', and is premised on the concentrated efforts of a rural community education organisation called Central Otago REAP (Rural Education Activities Programme), to provide te reo Māori me ōna tikanga in rural mainstream primary schools, in Central Otago for the past two decades. This research contributes to the literature concerning providers of te reo Māori me ōna tikanga, as no studies have examined the provision of te reo Māori me ōna tikanga in rural mainstream primary schools by a community education organisation, particularly Central Otago REAP.
By employing a case study approach it sought to record and examine the question: How did Central Otago REAP become the provider of te reo Māori me ōna tikanga in rural mainstream primary schools in Central Otago? It utilised three enabling questions, what were the challenges and what were the opportunities they encountered, and what influence did being a provider have on the organisation?
The research followed a qualitative design, informed by a Kaupapa Māori approach using kanohi ki te kanohi (face to face) interviews which endeavoured to elicit responses relevant to the big question, from the lens of those who were directly involved with the establishment and the provision of te reo Māori me ōna tikanga from its inception. Six participants were involved.
Six challenges and opportunities were identified including, being challenged as a REAP, funding, lack of te reo Māori teachers, community attitudes, geographical location and cultural and professional isolation. A major finding was that although Central Otago REAP lacked a knowledge of things Māori, their role as a community educator designed to address the disparities or gaps in rural education, allowed them in the first instance, to respond to the requests of the Māori and school communities. The requests were firstly, to support with implementing te reo Māori and tikanga into primary schools for all children. Secondly, upskill teachers to enable them to teach te reo Māori and tikanga themselves in their classrooms.
Other results arose from a thematic approach including, filling the gap, being culturally responsive, funding constraints, fostering positive attitudes towards things Māori, the quality of the teachers and the reo Māori me ōna tikanga programme. An important result revealed that kapa haka, a component of the programme, was integral in quelling the negative community attitudes towards things Māori.
A salient conclusion revealed that the gap that was filled 20 years ago by Central Otago REAP may not be relevant today due to the changing landscape of te reo Māori me ōna tikanga in education. The decision whether or not to continue being a provider of te reo Māori me ōna tikanga in rural mainstream schools in Central Otago, may rest in the notion that further consultation and collaboration with schools, the Māori communities, and wider communities to progress their te reo Māori me ōna tikanga programme needs to be considered.
Central Otago's REAP's journey as a provider of te reo Māori me ōna tikanga in rural mainstream schools in Central Otago for the past two decades, is illustrative of their courage, determination, resilience and commitment to fill a gap in rural education and make a difference. Fortuitously, they have also unwittingly contributed to the revitalisation of te reo Māori. Moreover, their motto, Ako ai, oranga kē, learning makes a difference, is a significant testimony to their efforts.