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dc.contributor.authorMatthews, Nathanen_NZ
dc.date.available2014-11-10T20:16:31Z
dc.date.copyright2005-11en_NZ
dc.identifier.citationMatthews, N. (2005). He Kura Māori, he Kura Hāhi. Presented at the World Indigenous Peoples' Conference on Education.en
dc.identifier.urihttp://hdl.handle.net/10523/5147
dc.description.abstractChurch initiated and operated Māori secondary boarding schools have existed in Aotearoa in various forms since the arrival of the missionaries in the early 19th century. Unfortunately, these schools have contributed to the colonization process, as they have in many other parts of the world, accelerating assimilation of the Indigenous people and the rapid decline of the Indigenous language, in this case, te reo Māori (Māori language). One of the Church boarding schools primary roles in Aotearoa is to act as a vehicle for the proliferation of Christian beliefs. As a result many educationalists have proposed that the “civilizing” intentions of the missionaries was to colonise Māori children. However, I propose that the amalgamation of both the Church schools and Māori communities created a hybrid of Māori culture; a Māori Catholic culture. As a result I propose that these schools, since their inception, have contributed significantly to the development of Māori society, particularly in the production of dynamic Māori leaders who have had a compelling influence on their Māori communities and Māori society and in some instances on the nation state. Therefore, this paper will examine the development of Māori leadership within the Church secondary boarding schools. It will discuss the way in which these schools have, or have not, responded to the constantly changing social and political conditions, in which they exist. The ability to respond to these changes determines the type of leadership that is produced and how effective it is. Hato Paora College, a Catholic Māori boy’s school in Feilding, will be used as an example of this type of schooling. The way in which it has attempted to adapt to meet the social, educational and cultural needs, of its students and their communities in producing effective Māori leaders will be reviewed.en_NZ
dc.format.mimetypeapplication/pdf
dc.subjectMāorien_NZ
dc.subjectMaorien_NZ
dc.subjectCatholicen_NZ
dc.subjecteducationen_NZ
dc.subjectleadershipen_NZ
dc.subjectboarding schoolsen_NZ
dc.subjectMāori boarding schoolsen_NZ
dc.subjectHato Paora Collegeen_NZ
dc.subject.lcshDU Oceania (South Seas)en_NZ
dc.titleHe Kura Māori, he Kura Hāhien_NZ
dc.typeConference or Workshop Item (Paper)en_NZ
dc.description.versionUnpublisheden_NZ
otago.bitstream.pages5en_NZ
otago.date.accession2007-02-22en_NZ
otago.openaccessOpenen_NZ
dc.identifier.eprintste-tumu42en_NZ
dc.description.refereedFALSEen_NZ
dc.description.referencesB Hokowhitu “Te tāminga o te mātauranga Māori” in Ka’ai, Moorfield, Reilly, Mosley (eds), Ki te Whaiao An Introduction to Māori Culture and Society (Auckland, Pearson Education, 2004), 190-192 / A Davidson. Christianity in Aotearoa: A History of Church and Society in New Zealand. (Wellington: The New Zealand Education for Ministry Board, 1991) / R McSweeny. “The Catholic School System of New Zealand.” Ph.D thesis, Auckland University, 1954, 231 / I Gupwell in Paroro-o-te-Rangi: Hato Paora College School Magazine 1949, np / J Riordan “Resume of Article on Nature and Necessity of College for Māori Boys”, SPM 1, 33-4 / Lawton “Whaia te Tika. Hato Paora College: The First Fifty Years.” M.A. thesis, Massey University, 1996, 185 / J Smith in Paroro-o-te-Rangi: Hato Paora College School Magazine 1991, 9 / T Ka’ai “Te mana o te tangata whenua” in Ka’ai, Moorfield, Reilly, Mosley (eds), Ki te Whaiao An Introduction to Māori Culture and Society (Auckland, Pearson Education, 2004), 187 K Faloa. Oral Interview 20/11/02en_NZ
otago.event.dates27 Nov - 1 Dec 2005en_NZ
otago.event.placeHamilton, Aotearoa/New Zealanden_NZ
otago.event.typeconferenceen_NZ
otago.event.titleWorld Indigenous Peoples' Conference on Educationen_NZ
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