Nga Reanga Youth Development: Maori Styles
Free

Nga Reanga Youth Development: Maori Styles

By Josie Keelan
Free
Book Description

Using the stories of Māui to guide readers through the work, Keelan has authored a book that brings together ten years of experience and research in taiohinga Māori Development. Known to most New Zealanders, Māori and non-Māori alike, Māui can be found in many of the stories of other Pacific nations, and a Māui story can be found between each chapter, followed by an analysis where key messages are identified. This is perhaps the fourth book on youth development from a New Zealand perspective and, maybe, the first from an indigenous world view

Table of Contents
  • Nga Reanga Youth Development: Maori Styles by Josie Keelan is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
  • National Library of New Zealand Cataloguing-in-publication Data
  • Keelan, Teorongonui Josie.
  • Youth Development Māori Styles/Teorongonui Josie Keelan.
  • Includes bibliographic references and index.
  • 1. Youth development. 2. Māori (New Zealand people) – development. 3. Sites of Māori knowledge.
  • Cover and other designs by Eva-Laraine Martin
  • Ko Kohokohonui te maunga
  • Ko Tikapa te moana
  • Ko Mara-tu-ahu te tangata
  • Ko Ngāti Whanaunga, Tainui waka te iwi.
  • Contents
  • Foreword and Acknowledgements iv
  • The Events at Māui’s Birth 1
  • Chapter 1 Contextualising Māori Youth Development 4
  • Māui Reunites with his Family 34
  • Chapter 2 Sites of Māori Knowledge Informing Youth Development 36
  • Māui’s Relationship with his Mother 56
  • Chapter 3 E Tipu e Rea 58
  • Taking Fire from Mahuika 68
  • Chapter 4 The Rea in Youth Development 70
  • Te Ika a Māui 102
  • Chapter 5 Ka Pu te Ruha Ka Hao te Rangatahi 105
  • Māui Invents the Barbed Hook and Spear 118
  • Chapter 6 MĀUI Model 120
  • Māui and Hinenuitepō 133
  • Chapter 7 Wānanga as a Learning and Teaching Methodology 135
  • Māui Snares the Sun 149
  • Chapter 8 Te Ahi Kā: the Fire in Youth Development 151
  • Tables and Figures 4
  • Appendix 1: Petition to Parliament: The Rights of Youth 164
  • Appendix 2: Youth Manifesto: Youth Action Committee 165
  • Glossary 176
  • References 181
  • The Author 186
  • Tables
  • Table 1.1: Māori word definitions in English and associated age grouping
  • Table 1.2: A selection of Government agencies and policy areas that impact on youth in Aotearoa New Zealand in 2010
  • Table 1.3: Pohatu’s Mauri Model
  • Figures
    • Figure 6.1: Diagram of MĀUI Model
  • Nō reira e hoa mā,
  • noho ora i roto i wāu mahi hai ōranga mō ngā taiohinga katoa; hākoa nō hea, hākoa nā wai.
  • Therefore my friends,
  • be happy in your work with young people; no matter where they come from
  • and to whom they belong.
  • Teorongonui (Josie) Keelan
  • Ngāti Porou, Ngāti Awa, Tūhoe
  • The Events at Māui’s Birth
  • Youth Development
  • Definitions of Youth
  • Current Government Policy
  • Beyond . . .
  • Towards . . .
    • An International Perspective
    • Opportunity
      • Māui Reunites with His Family
      • Chapter 2
      • The connection between the spear-throwing story and sites of Māori knowledge is one of introduction. Our first introduction to Māui is usually oral; we have heard the stories being told in our homes, at schools and during whaikōrero, the formal speech...
      • The focus on the oral in this book is the reason for the lack of discussion on other sites like whakairo (carving), tukutuku (woven panels), kōwhaiwhai (painted panels) and the various methods of rāranga (weaving). Another reason is that for the most ...
      • In the environment of the pā (palisaded village), or what is now referred to as the marae, the culture still is primarily oral. However, if one was to consider the non-oral sites, some discussion or storytelling would be involved to get a greater unde...
      • Using oral sites also acknowledges those who have the knowledge of those sites, which does not necessarily mean those who would use them. What is meant, for example, is someone who is an orator but who may not necessarily be knowledgeable about all as...
    • Karanga
    • Whaikōrero
    • Waiata
    • Pūrākau
    • Whakatau(ā)kī
    • International Context
    • Stories: Myths and Legends
    • Trickster Discourse
  • Metaphor
  • Conclusion
  • In terms of youth development from a Māori world view, using any of the oral sites of knowledge discussed here are valid methods of working with taiohinga for a number of reasons. It makes sense because they validate the young person culturally; it te...
  • Two of the sites of Māori knowledge presented are closely aligned with each other. That is because they usually occur in the same ceremony as the pōhiri and the structure of their delivery is essentially similar. They are the karanga and whaikōrero. T...
    • Tihe mauri ora!
    • Māui’s Relationship with His Mother
    • A Framework of Taiohi Māori Development
    • “E tipu e rea mo ngā rā o tou ao”
    • “Grow up oh tender youth in your own time”
    • “Ko to ringa ki ngā rākau o te Pākeha hei ara mō tō tīnana”
    • “Your hands to the tools of the Pākeha for your material well-being”
    • “Ko tō ngākau ki ngā tāonga ā o tīpuna Māori hei tikitiki mō tō mahuna”
    • “Your heart to the customs of your ancestors to wear as a plume upon your head”
    • “Ko tō wairua ki tō Ātua, nāna nei ngā mea katoa”
    • “Your soul to your God, the maker of all things”
    • E Tipu E Rea Framework
  • The E Tipu E Rea:A Framework for Taiohi Maori Development is presented in the next chapter with the permission of the Ministry of Youth Development. The presentation is exactly the same as it is in the word document available through the Ministry’s we...
  • Taking Fire from Mahuika
    • Ko wai tēnei I taea te whakamahi – Who can use this? Yes! You can use it.
    • A Hea – When?
    • I Hea – Where?
    • I Taea Ai i te Whakaritenga – How can you use E tipu e rea?
    • Hai Tīmata - Getting Started
    • TOHENGA – GOAL
    • NGĀ WHĀINGA TUATAHI – OBJECTIVE 1
    • NGĀ WHĀINGA TUARUA – OBJECTIVE 2
    • NGĀ WHĀINGA TUATORU – OBJECTIVE 3
    • NGĀ WHĀINGA TUAWHĀ – OBJECTIVE 4
    • ACTIVITY 1
    • Practical Tips
    • Ngā Mahi - Activities
    • ACTIVITY 2
    • Practical Tips
    • Ngā Mahi - Activities
    • ACTIVITY 3
    • Practical Tips
    • Ngā Mahi - Activities
    • ACTIVITY 4
    • Practical Tips
    • Ngā Mahi - Activities
    • ACTIVITY 5
    • Practical Tips
    • Ngā Mahi – Activities
    • ACTIVITY 6
    • Practical Tips
    • Ngā Mahi – Activities
    • ACTIVITY 7
    • Practical Tips
    • Ngā Mahi – Activities
    • ACTIVITY 8
    • Practical Tips
    • Ngā Mahi – Activities
    • ACTIVITY 9
    • Practical Tips
    • Remember that a workshop has activities and involvement. Build these into your programme.
    • Ngā Mahi – Activities
    • ACTIVITY 10
    • Practical Tips
    • Ngā Mahi – Activities
    • ACTIVITY 11
    • Practical Tips
      • Te Ika A Māui
    • Rangatahi
    • Rangatahi? Taitamariki? Taiohinga? Leadership?
    • Human Growth and Development in a Māori Context
    • Ka Pu te Ruha Ka Hao te Rangatahi - The Human Growth Model
    • Emerging Leadership or Human Growth?
      • Māui Invents the Barbed Hook and Spear
    • The MĀUI Model
    • MĀUI Model: The Core Elements
  • Te Ao Hurihuri
  • Neutral 0
    • Āta
    • Arataki
    • MĀUI Model: Hoa-Haere
    • Ū
    • Iwi
    • MĀUI Model: Key Concepts from the Stories
    • MĀUI Model: Principles, Hoa-Haere and Practice
    • Conclusion
    • Making It Work
    • Diploma of Youth Development Whakawhanaungatanga (Team Building)
    • Mid-Winter Wānanga
    • E Tipu E Rea Wānanga
    • GYME Wānanga
    • Wānanga as a Gift for Learning and Teaching
    • The Social Responsibilities of Taiohinga Māori
    • Political Roles and Responsibilities of Taiohinga Māori
    • Economic Roles and Responsibilities of Taiohinga Māori
    • Ko te Whainga
    • Koha Awards
    • Paua Award
    • Kete Award
    • Whēua Award
    • Pounamu Award
    • Award Night
  • Mana
  • Mauri
  • Arataki
  • Āta
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