Abstract
This project explored ways to facilitate Māori children’s participation in planning public
spaces, using St Clair (Whakahekerau) and St Kilda (Rakiātea) coastal management as a case
study. The prevailing colonial planning practices in Aotearoa New Zealand have historically
excluded Māori, and continue to do so. There is currently not enough space for Māori voices in
planning. There is also insufficient representation of Māori values, knowledge, art, design,
language, or history in the urban environment. For Māori children, participation in decisionmaking about their environment could foster their sense of identity, hauora and belonging.
Children frequently visit public spaces, and these places could be planned more effectively if
the values, ideas and perspectives of children are ascertained by local planning professionals.
However, planning practice currently lacks the skills, resources, and policy to effectively
engage with Māori children. Therefore this study, which was inspired by Indigenist
methodologies and a Kaupapa Māori approach set out to explore more suitable ways for Māori
children to have their voices heard in planning for public spaces. The aim of the project was
twofold. Firstly, to ascertain how the children understand the Whakahekerau – Rakiātea
coastline, and any suggestions they have to maintain or improve it in ways that reflect their
values, knowledge, and history. Secondly, to discover what lessons can be learned from the
process of engaging with Māori children in planning, in terms of the effectiveness of the
research design, and how participating benefitted the children. The research process involved
the design and implementation of a series of workshops with eight boys aged 8-10 years. A
variety of activities facilitated visual, verbal, and written communication to allow the boys to
express their views and knowledge. Reciprocal knowledge-sharing was achieved by inviting
two professionals to discuss their own expertise in planning, mātauranga Māori, and
environmental sciences. The boys generally understand Whakahekerau and Rakiātea to be
spaces for active recreation and experiencing nature. ‘Looking after the environment’ while
maintaining a fun and diverse space for play were their main aspirations for coastal
management. An analysis of the research process highlighted the importance of following
tikanga Māori throughout the engagement process. Relationship- and rapport-building were
also vital for effective engagement. All in all this thesis argues that there needs to be more space
created in planning for Māori voices, and for pākehā planners to be effective allies they must
develop their cultural competencies. Similarly, planners must build their cultural competencies
for communicating and engaging with children.