Te Ohu Tiriti o Te Kura Waihanga School of Architecture Treaty Working Group

Manaakitanga mo ngā tauira Māori

Acknowledgements Meegan Hall

PVC Māori Office Jules Moloney (SoA HoS)

Administrative Structure

Te Ohu Tiriti

FoAD Māori Pacific Taskforce

Te Rōpū Āwhina

PVC Māori Office University-level

Faculties of Science, Engineering, Architecture and Design

Faculty of Architecture and Design

School of Architecture

"... working productively with existing structures (e.g. Te Rōpū Āwhina and the Faculty Māori and Pacific Taskforce, the PVC (Māori) Office)"

(Terms of Reference)

Te Ohu Tiriti o Te Kura Waihanga School of Architecture Treaty Working Group

TWG recommendations (April 2012)

Staff interviews (March/April 2012)

Recommendations - te reo/tikanga course * te reo in-situ/emailed * student survey * course content - proposal for Faculty Designer in Residence * hui - noho marae - te reo course names - advertise VUW Treaty Courses * Upskilling Staff SoA policy

SoA staff meeting (April 2012)

Te Ohu Tiriti (Treaty Working Group)

"We don't have any tikanga to welcome people - just a greeting doesn't seem enough. This doesn't have to be completely Māori protocol, but we aren't comfortable enough with tikanga to bend the rules, or have a protocol which reflects our broader cultural makeup."

STAFF INTERVIEWS

After summarising key issues and further discussion, the Te Ohu Tiriti/TWG developed 17 recommendations to take to the SoA staff meeting ...

"Positive discrimination and lower entry standards for Māori/Pasifika students are not right as the issue is one of disadvantage not race and academic success is due to student background and early education."

"Construction courses should be free from Treaty issues because all human beings are the same; you can make students aware that cultures live differently, but housing standards should be the same."

"Māori students at the SoA have to currently fit into an Anglo-Saxon way of doing things."

"Providing an opportunity for Māori students to explore their cultural understanding of space etc. could also provide a model for students of other cultural backgrounds, who should also have opportunities to explore their cultural understanding of space etc."

"Addressing  the  Treaty  would  require  a  new  culture  re:  how  we  set  up  courses.    We  teach  from  a  Eurocentric  view.    Teaching  in  electives  tend  to  currently  have  more  interesting  possibilities  (e.g.  story  telling)."  

"The Treaty shouldn't change the way we do things."

Involve Māori protocol in any redesign of the space

School of Architecture/Te Kura Waihanga

recommendations for Treaty Working Group/Tiriti Ohu

Recommendation 1: Document the existing core Māori/tikanga/treaty content in papers which is reliably taught each year (rather than one off lectures).

Recommendation 2: Organise at least one site visit common for all students (e.g. marae visit) in first year.

Recommendation 3: Ensure there is at least one studio during the course of every students undergraduate education which explicitly engages with Treaty issues.

Recommendation 4: Encourage students to invite family members to crits; school events.

Recommendation 5: Invite more Māori/Pacific critics/tutors who can understand the design work of Māori/Pacific students

Recommendation 6: Provide the opportunity for staff who would like bilingual course names to be given support to achieve this.

Recommendation 7: Make visible staff/student work engaging with Māori issues/clients/architects; Treaty issues (e.g. screen above reception; posters on walls c.f. the Science tradition of research posters)

Recommendation 8: Commission murals in SoA studio spaces which engage issues of the Treaty, Maori architecture/design, Pacific architecture/design.

Recommendation 9: Install more te reo signage (not necessarily university format - this is a design/architecture faculty)

Recommendation 10: Organise a Treaty workshop for staff to attend.

Recommendation 11: Organise a tikanga workshop for staff to attend.

Recommendation 12: Organise a noho marae (overnight visit) for staff to attend.

Recommendation 13: Organise an te reo pronunciation workshop (or a series of lunchtime workshops in staff room) for staff.

Recommendation 14: Investigate the possibility of an Adjunct or Visiting Professor/s in Māori Interdisciplinary Architectures.

Recommendation 15: Establish a Māori designer in residence.

Recommendation 16: When there is a discipline-specific marae visit, open this up to staff from other disciplines in the school.

Recommendation 17: Build relationships around the country through marae visits and iwi-based projects

Recommendation 18: That the Working Group put together a framework proposing how learning objectives and graduate attributes in each year of each programme in the School of Architecture could address Treaty issues

Recommendation 19: That the Working Group relate the Treaty Working Group's work to the University's Strategic Plan

Recommendation 20: That the Working Group put forward proposals for how an understanding of depth (kaupapa) within the making of design can engage with these issues

Recommendation 21: That the Working Group examine what Unitec and the University of Auckland are doing in relation to Treaty issues.

Recommendation 22: That the Working Group propose/research an appropriate waiata for the school to learn and be able to use on occasions where we need to express our support for one of our group. R

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TE WIKI O TE REO MĀORI

http://www.korero.maori.nz/resources/shop.html

Head of School's office

More te reo Māori (compiled by Te Kura Waihanga Tiriti Ohu)

How are you? How are you?/How's it going? (to one person) E pēhea/pēwhea ana (koe?) How are you?/How's it going? (to two people) E pēhea/pēwhea ana (kōrua?) How are you?/How's it going? (to more than two people) E pēhea/pēwhea ana (koutou?) How are you?/How's it going? (to one person) Kei te pēhea/pēwhea (koe)?

Responses to "Kei te pehea koe?" Good Kei te pai Really good Tino pai I'm well Kei te pai/Kei te rawe/Ka nui te ora/pai I'm very well Kei te pai katoa/Kei te rawe rawa atu/Ka nui te ora/pai I'm tired Kei te ngenge ahau I'm bored Kei te hōhā ahau I'm great Ka nui te ora I'm exhausted Kei te ngenge rawa atu ahau I'm hungry, let's have lunch Kei te hiakai ahau, ka tina tātou I'm not feeling well Kei te mauiui ahau inaianei

Extended responses ... because ... ... no te mea ... ... and how are you? ... e koe? ... I need coffee ... kei te hiahia ahau i tetahi kāwhi ... I've just had coffee ... I'm working too hard ... i mahi kaha ahau ... my students are misbehaving ... i hianga ōku tauira ... my tutors are wonderful ... tino mīharo ōku kaimahi tauira ... my students are wonderful ... tino mīharo ōku tauira ... I'm busy researching ... ... i rapunga kōrero ahau ... ... I was working late [forever] ... i mahi tōmuri ahau [mo ake tonu] ... I've just had lunch [my tummy is full] ... ko kī te puku ... I just got a $10 million research grant …ka whiwhi ahau tetahi putea rapunga mo tekau miriona

tāra - ka tau kē! ... I've got a huge pile of marking ... i whiwhi ahau i tetahi pūkei o e waitohuana nunui ... I got a design award ... i whiwhi ahau he paraihe hoahoa ... I got a paper accepted at a conference ... i whiwhi ahau i tetahi pukapuka i whakaae ki tetahi hui ... I've got a cough ... i whiwhi ahau i tetahi maremare ... I'm going to the 'rapa this weekend ... hei te haere ahau i Wairarapa te paunga rāwhitu nei ... I'm going to the gym ... kei te haere ahau ki te whare takahuri ... I don't have any classes this afternoon ... kaore he karaihe ahau i tenei ahiahi ... the weather's awful ... he kino te āahua o ngā huarere ... my weekend was wonderful ... he mīharo tāku paunga rāwhitu

TE REO EMAILED

- emailing links to te reo sites - emailing seasonally appropriate greetings (e.g. "Ngā mihi o te Kirihimete ki a koe") - using te reo in emails ("Ae, Tika tera!")

Staff Photocopier

TE REO IN-SITU

Faculty/School staff room doors

Corridor wall

School noticeboards

staff office doors

BENCHMARKS

0

0.5

1

1.5

2

2.5

3

3.5

Qu.1 Qu.2 Qu.3 Qu.4 Qu.5

SARC491

SARC223

SARC121

Survey Average

Student survey Three core papers at entry points into degrees: SARC121, SARC223, SARC491 - Fourth years consider greater school support and Māori content than younger students (Qu 1 & 2) - close agreement regarding the presence of staff understanding of Māori design, culture and philosophy & the presence of tikanga (Qu 3 & 4) - Younger students consider very slightly more than other students that the school meets its Treaty obligations - The higher score for Qu 1 may be due to the visibility of Te Rōpū Āwhina

BENCHMARKS Student survey - Māori students consider greater school support and Māori content than Pākehā students (Qu 1 & 2)

Māori and Pākehā Student Responses

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

Qu.1 Qu.2 Qu.3 Qu.4 Qu.5

Pākehā

Māori

Other groups

Survey Average

- Pākehā students consider there is greater staff understanding of Māori design, culture and philosophy and presence of tikanga than Māori students (Qu 3 & 4)

BENCHMARKS CORE Course Content (% of contact hours)

Current Treaty/Māori content in BAS/MIA,MLA,MBSc, MArch(Prof) The following papers allow for students to select Treaty/Māori topics in assessment:ARCI212; INTA251; LAND222; ARCI311; LAND321; ARCI412; INTA451; LAND412; ARCI/INTA/LAND591/2. It is highly likely that other papers also include assessment which can accommodate student-led options re: Treaty/Māori topics.

Yr/Trimester Architecture BSc Interiors Landscape

1/1 3.16%

1/2 0.3%

2/1 0% 0% 1.25% 10%

2/2 0% 0.12% 0% 0%

3/1 0%

3/2 9.95% 12% 0% 0%

4/1 0.89% 0% 0.64% 23.72%

4/2 0%

5th yr 0%

Manaakitia mo ngā Tauira Māori: Supporting Māori Students in Built Environment Disciplines

He Hui ki Te Kura Waihanga, Te Whare Wānanga o te Ūpoko o te Ika a Māui

All Welcome Monday 29th October 2012

LT2, School of Architecture, Victoria University

Programme

8.30am Pōwhiri 9.00-9.30am morning tea 9.30-10.20am Learning Environment (e.g. cultural, spiritual, physical) Panelists: Tyson Schmidt, Phil Wihongi, Carin Wilson 10.20-11.20am Curriculum: content & teaching method Panelists: Meegan Hall, Kepa Morgan, Jacob Scott 11.20am-12.10 noon Student experience Panelists: Daniel McNab, Ariana Pia, Keri Whaitiri 12.10 noon-1.10pm Lunch 1.10-2.00pm How to support students/staff with varying abilities in te reo/ tikanga Panelists: Fleur Palmer, Natasha Perkins, Alan Titchener, 2.00-3.00pm Chair: Tyson Schmidt Specific initiatives Panelists: Dave Hakaraia, Rau Hoskins, Derek Kawiti 3.00-3.30 afternoon tea 3.30-4.30pm Chair: Derek Kawiti Design Kaupapa Panelists: Paki Maaka, Tane Moleta, Whare Timu 4.30pm Concluding comments & Poroporoake Apologies received: Diane Brand, Deidre Brown, Neil Challenger, Andrew Charleson, Shaan Cory, Tobias Danielmeier, Martin Hanley, Nigel Isaacs, Bob Jahnke, Fay Julian, Rangi Kipa, Sarah McMillan, Jonathan Mane-Wheoki, Richard Mann, Diane Menzies, Maibritt Pedersen Zari, Regan Potangaroa, Robin Skinner, John Storey, Brenda Vale, Amanda Yates

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Manaakitia mo ngā Tauira Māori: Supporting Māori Students in Built Environment Disciplines

He Hui ki Te Kura Waihanga, Te Whare Wānanga o te Ūpoko o te Ika a Māui

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HUI Key Points - need for longevity of support, given current motivation is often government funding models - often Māori students (from large families/rural contexts) feel isolated at universities so need additional support - Māori are not all the same & learn differently - often Māori students need to go outside their tertiary institutions to get cultural support/engage with Māori kaupapa - provide a safe & enjoyable learning environment - acknowledge all cultural backgrounds - avoid deficit teaching - design disciplines have the potential to use design studios as whanau spaces - provide a dedicated space for Māori students - iwi-scholarships tend to be for lawyers, accoutants etc. not architectural disciplines - let first year students know that kaupapa Māori issues are valued - Māori content is often provided as a choice not core content - there is a need to normalise things Māori

Akopai Marae, Karori (Nov 2012)

NOHO MARAE

MARAE STAFF MEETING

Upskilling Staff in Tikanga Māori and Te Reo Māori Policy School of Architecture

1 Purpose The purpose of this policy is to increase the Tikanga Māori and Te Reo Māori skill levels of School of Architecture staff to provide an environment:

(a) that will better support the recruitment and retention of Māori students.

(b) where Māori students feel comfortable with identifying as Māori.

(c) that will better equip School of Architecture staff to increase Māori-relevant context and content in their teaching, and support future needs of the current students in primary and secondary education environments, which are increasing their Tikanga Māori and Te Reo Māori literacy.

(d) for implementing appropriate Tikanga Māori in the day-to-day school life.

2 Organisational Scope This policy is a School of Architecture-wide policy, which applies to all permanent staff members, and those employed on a fixed-term contract of greater than 12 months.

3 Policy Content and Guidelines

3.1 Staff enrolment in Te Kawa a Māui courses

(a) A minimum of one staff member in the School of Architecture will be granted the opportunity to complete an undergraduate course, in either Tikanga Māori or Te Reo Māori available through Te Kawa a Māui, each trimester.

(b) All School of Architecture staff (general and academic) who meet the New Zealand Government criteria for domestic fees rates and are permanent staff, or employed on a fixed-term contract of greater than 12 months, will be eligible to apply for this support.

(c) Māori staff will be given priority.

(d) The School of Architecture will reimburse the cost of the course following the successful completion of the course.)

(e) The School of Architecture will reduce the workload of the relevant staff member to enable them to attend classes, and have a good chance of completing the coursework successfully. Nothing in this policy will contradict the Staff Development Policy or the Study Assistance Guidelines for Staff members Enrolling in Tertiary Study.

(f) The School of Architecture will promote the method through which staff can apply for this support, including deadlines and form of application. Applications will usually

Upskilling Staff in Tikanga Māori and Te Reo Māori Policy

Akopai Marae, Karori (23 April 2013)

Akopai Marae, Karori (23 April 2013)

MARAE STAFF MEETING

CONCLUSIONS Kaupapa - be inclusive (take everybody along with you) - be content with moving slowly, but surely - starting with little things can be productive Some challenges - different opinions within the university about the issues and how they can be addressed/resolved can cause barriers - perceptions that some subjects have nothing to do with Māori or other cultures - lack of awareness of the need to engage with students in the other cultures - making changes takes time (e.g. staff time when everyone is already busy) - how do we really make real change within a Western framework? - need to increase Māori staff and leadership The most important is to find ways to move forward - support of the Head of School is critical - keep working on things ...