Intro / Project description
This kaupapa Māori research explores Ngā Pou Māreikura as a framework for pastoral systems change at Hobsonville Point Secondary School. Centring kōhine Māori, the project co-designs wānanga and school-based experiences that empower cultural identity, mana wahine, and Oranga-tiratanga—sovereignty over psycho-social and educational wellbeing. Through collaboration with whānau, kaiako, and mana whenua, the research investigates how kōhine enact and embody Oranga-tiratanga to flourish through ancestral knowledge, atua wāhine, and taiao-connected learning. The project builds capability across kura and community, aiming to transform pastoral care and learning environments into culturally sustaining spaces where kōhine thrive as Māori.
Aims
- To explore how kōhine Māori aspirations and enactment of Oranga-tiratanga can inform the development of Ngā Pou Māreikura as a vehicle for pastoral systems change in a West Auckland Secondary School setting.
- To understand the challenges and aspirations of kōhine Māori in their schools, homes, and communities
- For kōhine Māori to define, embody, and exercise Oranga-tiratanga
- To explore how an understanding and embodiment of atua wāhine, whakapapa, and taiao-based learning can contribute to a more inclusive and flourishing space for kōhine to be successful learners
Why is this research important?
This research is vital because it seeks to respond directly to the aspirations of kōhine Māori, their whānau, and mana whenua for a pastoral support system that is culturally informed. Kōhine continue to experience inequitable wellbeing and educational outcomes shaped by systemic racism and disrupted connections to mātauranga wahine and atua wāhine. By centring Ngā Pou Māreikura and Oranga‑tiratanga, this project creates space for kōhine to reclaim identity, sovereignty, and belonging. The kaupapa strengthens relationship across kura, whānau, and iwi, building capability and transforming pastoral systems so kōhine can flourish as Māori.
What we plan to do
Our approach follows a Mana Wahine approach grounded in whakawhanaungatanga, wānanga, and collective meaning‑making. We will begin by engaging in ongoing whakawhanaungatanga with kōhine, whānau, kaimahi, and mana whenua to ensure aligns with the needs and aspirations of kōhine and with local tikanga. Data collection will occur across three phases. First, we will hold Wawata wānanga with kaimahi, and separately with kōhine and their whānau, using Ngā Pou Māreikura as sensory and conceptual prompts to gather written, spoken, and interactive reflections. These sessions will be audio‑recorded, with kōrero and written responses collated for initial real‑time analysis. Second, the research team will undertake collective analysis using Whakaāria—a reflexive Māori analytical process—integrating insights into a draft wānanga series for kōhine to sense-check. Third, kōhine reflections gathered during the in‑school wānanga will be analysed iteratively to refine programme design. Analysis will be cyclical, relational, and co‑constructed, ensuring findings accurately reflect kōhine and community aspirations.
